Abstract
This study aims to examine if the pricing strategy "Pay What You Want" can be the best option for the industry of digital products' distribution, when compared with other fixed prices policies. To verify the adequacy of Pay What You Want Pricing strategy, we conducted an online survey using a sample of online consumers, to evaluate their buying intention and the willingness to pay regarding a set of digital products. Results show that, in some instances, the Pay What You Want Pricing strategy yields a greater sales revenue through the reduction of the individual amounts paid, which is counter-balanced by the increasing number of transactions. We conclude that this pricing strategy is as much suitable for companies, as they may potentially increase their sales revenue.

Abstract
Chatbots are website artificial intelligence-based and automated customer support tools to improve the customer experience, to reduce costs, and to improve service quality. This study aims to understand and analyze the user-technology interaction and technology-engagement success measures to assess online customer engagement with chatbots and the impact on repurchase intention, within e-commerce websites. The sample data consists of 227 online consumer responses collected through an electronic survey. Only 165 respondents, which have used a chatbot to assist the online purchase process, are included in the effective sample. This research contributes to the digital marketing literature by complementing existing research exploring human-technology interactions, assessing how consumers interact with chatbot technology and how it affects customer engagement and behavioral outcomes within e-retail contexts. The study findings provide several challenges for managers. Finally, it discusses emerging trends in the digital marketing field, offering insights for future research avenues.

Abstract
This research provides an overview of the online consumer experience of luxury brands in Portugal. The purpose of this study was to identify the significant factors that represent customers’ perceptions of the online shopping experience for luxury products. Using a quantitative approach, the authors conducted an online survey. 327 usable responses were obtained. Descriptive and factorial statistical analyzes were used to provide the empirical findings. This study proposes and empirically tests a model of the factorial structure of the online shopping experience for luxury goods. We found an eight-factor dimension structure that proposes the main contributors to understand the factors that represent consumer perceptions about buying luxury products online. The findings suggest that the eight ranked significant factors that represent the customer’s perception of the online luxury shopping experience are in this order: e-buying experience, e-loyalty, e-risk, e-satisfaction, luxury value, luxury useless, luxury future buy, and e-buying influence. The work provides empirical evidence that the eight significant factors represent the customer’s perception of the luxury shopping experience online, that help to understand how luxury brands should be managed online in order to enhance customer e-buying experience, e-satisfaction, e-loyalty, and luxury value proposition. This study provides several contributions for online luxury brand managers and some directions for further research. © 2021, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Abstract
The COVID-19 pandemic situation has pushed many higher education institutions into a fast-paced, and mostly unstructured, emergency remote education process. In such an unprecedented context, it is important to understand how technology is mediating the educational process and how teachers and students are experiencing the change brought by the pandemic. This research aims to understand how the learning was mediated by technology during the early stages of the pandemic and how students and teachers experienced this sudden change. Data were collected following a qualitative research design. Thirty in-depth and semi-structured interviews (20 students and 10 teachers) were obtained and analysed following a thematic analysis approach. Results provide evidence on the adoption of remote education technologies due to the pandemic with impacts on the education process, ICT platforms usage and personal adaptation. The emergency remote education context led to mixed outcomes regarding the education process. Simultaneously, ICT platforms usage was mostly a positive experience and personal adaptation was mostly a negative experience. These results bring new insights for higher education organizations on actions they could take, such as curating the learning experience with standard, institutional-wide platforms, appropriate training for students and teachers, and suitable remote evaluation practices.

Abstract