A Survey of Interest Information Technology Trends: Undergraduate Student Viewpoint towards Business, Government and Academic Considerations

Information Technology (IT) Trends plays an important role in rapid adaptation of business, government, and academic sectors. This paper presents quantitative and qualitative analysis of IT trends survey results responded by IT undergraduate students. The technologies including in the IT trends were selected based on studies, reports from related sectors and well-known consulting firms. The questions used in the survey were passed the Index of Coherence (IOC) test from domain experts with high reliable level 63 (α = .96) The results show significant contributions toward survey objectives, which impact opportunities for improving knowledge and understanding of IT trends in business, government and academic perspectives.


Introduction
significantly contribute to the mentioned sectors to beware of the knowledge of IT trends with the sectors.

Related Works
Nowadays, technologies have rapidly developed and changed to support a new generation of people. [8] In order to outline the scope of IT trends correctly, several researches and studies from the business sector [9], [10], government sector, and academic sector have been reviewed [11], [12]. It has been found that the IT trends have been reflected in these sectors using multiple sources of information. In the business and government sectors, we deployed search criteria "IT trends" to find the recent works and study (2018)(2019) published by the top five international consulting firms ranked by consulting revenue [13], and international government sectors related to the IT fields. In the academic sector, we used similar criteria looking for published journals and conference papers in four major online databases, IEEE, ACM, Elsevier and ScienceDirect. The inclusion criteria include the works or studies published since 2018, being written in Thai or English languages, and presenting IT trends and innovative trends.
Importance of Information Technology Trends.Academic work has revealed changes in technology while consulting firms have taken this opportunity to predict business perspectives and values. Importantly, motivating and supporting business and academic sectors are directly under the government's responsibility. Many government agencies have tried to raise awareness of the IT trends among these sectors by launching campaigns such as tax-reduction, funding, scholarships, and job vacations [6]. Since 2018, the information technology trends have been taken as awareness of its rapid emersion [14].

Survey Design
To ensure survey objective adherence, we invited 5 domain experts (DEs) from government, academic, and business sectors including: 1) 1 DE from the government sector, 2) 2 DEs from the academic sector, and 3) 2 DEs from the IT business sector, to consolidate the Index of Item Objective Congruence (IOC). The IOC is an index used to indicate objective adherence between questions towards each objective; [15] it is then used to determine and select questions to be included in a survey. Finally, the survey contains 9 core questions based on the IOC, which are aligned to survey objectives as shown in Table 1. You are confident that your current curriculum will help you in selecting a good career related to these IT trends.

International Journal of e-Education, e-Business, e-Management and e-Learning
Each question is designed to be the Likert Item with 5 Scale and applied to each and every selected technology in the IT trend.

Scope of Information Technology Trends
To limit the scope of selected technologies in IT trends, the qualitative reviews by domain experts were developed in order to select technologies in the IT trends; firstly, the reviewed works and studies have been grouped into information technology categories. Secondly, the domain experts (DEs) performed reviews and created a consensus for selecting and scoping the IT trends, which should be included in the survey.

Sample Size Determination
Undergraduate students studying Information Technology (UGs) are the target group of the survey. The Yamane method [27] has been applied to estimate the sample size with scoped characteristics, which are enrolling a major curriculum in IT fields, being Thai Nationality, and having GPA from 1.75 to 4.00.

Validate Survey Results
In order to validate and interpret survey results qualitatively, several interview sessions with DEs have been conducted. The interview sessions aim to obtain DEs' attitudes and interpretations towards the quantitative results of the survey for the real-world scenarios.

International Journal of e-Education, e-Business, e-Management and e-Learning
Based on the characteristics of the sampling size, 338 UGs have been selected for the survey including 63.6% male students and 36.4% female students. The respondents were grouped by several dimensions as stratifies, 1) Grade Point Average (GPA), 2) Family Income, 3) College Year, and (4) Faculty.
The survey results were analyzed in several perspectives towards survey objectives and its correlations between technologies and sample groups. This survey employs Likert scale that is classified into 5 scales ranging from "Strongly Disagree" to "Strongly Agree". "Strongly Disagree" and "Disagree" are negative attitudes denoted by interval values 1 and 2. "Neutral" is a neutral attitude denoted by 3. "Agree" and "Strongly Agree" are positive attitudes denoted by 4 and 5. To report the survey results in percentage of each scale, we mainly report in the form of the first and second of "Maximum Percentage of Positive Attitude" (MPPA) and "Maximum Percentage of Negative Attitude" (MPNA). Furthermore, statistical analysis is reported in both ordinal and interval manners.

Reliability of Questions
To validate the IOC on selected questions, we performed reliability testing to determine whether any questions should have been removed. However, it has been found that these items were highly reliable (63 items; α=.96) Removing any question would contribute to no better reliability.

Stratification
The results have been stratified using classes shown in Table 2.

Acceptance of IT Trends
In order to measure the acceptance of the IT trends, the attitude of the IT trends acceptance has been examined by the following questions: Q1 ("You agree that these IT trends are currently considered to be trends in the future."), Q2 ("You agree that these IT trends play an important role in your study") and Q3 ("You agree that these IT trends are going to impact your daily life and society"). We consider Mode and

International Journal of e-Education, e-Business, e-Management and e-Learning
Mean values as shown in Table 3.  Technology in Trends  T1  T2  T3  T4  T5  T6  T7

Influencer on the Decision of Selecting a Career
Question 4 (Q4) ("You agree that these IT trends will influence your decision in choosing career.") represented the technologies that influenced UGs' decision in selecting their future career. The results show that (48.8%) and (45.3%) strongly agreed that T1 and T7 is their decision influencer. (3.6%) disagreed with T1 and (3.3%) disagreed with T2 and T6 (Cyber Security and Privacy).

Creating Opportunity for a Future Career
Question 5 (Q5) ("You agree that knowing these IT trends will create good opportunity in your career.") describes the phenomenon of having knowledge in IT trends that are believed to give a good opportunity in future career. Nearly half of the sampling (47.0%) agreed with T5 and (46.7%) strongly agreed with T4.

The Sufficiency of Knowledge in IT Trends
Question 6 (Q6) ("You are confident that you obtain sufficient knowledge in these IT trends.") intentionally asks UGs to evaluate the confidence level of having knowledge in IT trends. Only a few (29.6%) agreed that they are confident in having sufficient knowledge of T4 while (27.2%) agreed with T1. The technology that the UGs mostly disagreed is T5 (29%) and T2 (28.7%).

Good Basis Knowledge Provided by Curriculum
Question 7 (Q7) ("You are confident that your current curriculum contains good basic of these IT trends.") evaluates the confidence level of UGs toward their curriculum that their curriculum has provided a good basis of knowledge of IT trends. Surprisingly, only (28.1%) agreed that their current curriculum has

Dimension Reduction: Technology to Questions
In order to reduce the dimension of the IT trends, the factor analysis has been applied using Exploratory (1) When i is the number of questions (1 ≤ ≤ 9) The reliability check has been performed on this new set of variables, the reliability was still confirmed and acceptable (9 items; α = .82). Moreover, a new set of data has been tested to ensure met the assumption of collinearity. This indicated that multicollinearity was not a concern (VIF < 5).

The Effect of the Size of Stratifies
We deployed ANOVA in order to determine the significant stratifies to in terms of significant value as well as effect size. Gender: It shows the main effect of gender on Q 6 , F(1, 336)=7.96, p=.005, η2 = .020

Interview Results
In order to collect interview results, several interview sessions have been arranged. Each session took around 25 minutes for each participant. There are three questions regarding survey objectives, the participants given information about quantitative survey results. Some of the significant answers, attitudes and reactions of the interviewees were recorded to match particular quantitative results as in Table 4. This is due to the fact that the Cyber security and privacy are common knowledge that everyone has to understand and protect their own privacy.

6
Big data and data analytics are new technologies that have emerged in Thailand recently. Education institutions are in the process of adapting to these technologies, which is why these technologies have not been put into the current curriculum yet.

7
The internet of thing is a technology adopted from current technologies (electronic and network technology). This is the reason why undergraduate students found that this technology is close to their current knowledge 4 8 The current virtual and extended reality technologies are improvised in a form of entertainment such as games rather than a practical application to impact daily life. This may affect the decision of the sampling group 4 9 Virtual reality and extended technology have received both agreement and disagreement as a technology that impacts the decision of choosing a career. This may be because of differences in curriculum, e.g. IT students may believe this technology is the most important while the other strongly disagree with this technology 4

Interpreations
For the first objective (O1), Q1 to Q3 have been used to confirm that the IT trends were agreed by the UGs Nevertheless, the last objective (O3), academic sector shall be aware of the results of 6 (M=3.05, SD=1.12), 7 (M=3.13, SD=1.07), 8 (M=3.39, SD=0.96), and 9 (M=3.43, SD=0.98) that represent "trust" in UGs' curriculum relating to IT trends. UGs showed a neutral attitude when they were asked about their curriculum, whether it provides the basis and content of the IT trends or whether it helps in selecting a career or not. It should be noted that the academic sector cannot or partially fulfill knowledge and confidence to their students about the IT trends.
The business sector will have this indirect impact as it employs low quality knowledge domain workers.
This may result in "unemployment" that must be dealt with by the government sector. This shows the chain impact that all sectors shall take into consideration in order to prevent such problems. This study also fundamentally provides factors which impact each attitude. In this paper, we intend to highlight and interpret only moderate (0.06 ≤ η2 < 0.14) and large (η2 ≥ 0.14) effect sizes according to the rule of thumb given by Cohen and Miles & Shevlin (2001) [28]. In short, only GPA seems to have moderate effect toward 1 and 6 . This implies that the UGs with high GPA (3.25-4.00) are significantly more interested in the IT trends than other groups and they tend to agree that their current curriculum provides sufficient knowledge of basis in the IT trends. The rest of stratifies, Gender, College Year, Family Income and Faculty, have a small effect size (0.01 ≤ η2 < 0.06) toward different questions.