# Perceived Usefulness of a Mandatory Information System
## 7 Discussion  
The study's motivation stems from a significant gap in the current understanding of technology acceptance models, especially in contexts where the use of a system is not optional but mandatory. In an era where technology is revolutionizing organizational operations and their effectiveness, the challenges of mandatory adoption are unique and demand attention. This research aims to illuminate the subtleties involved in the acceptance of technology in such compulsory settings and offer strategic insights beneficial to organizations. The relatively small sample size in this study is acknowledged as a limitation. However, it is important to note that SEM is a powerful analytical tool that can yield reliable results even with smaller samples, provided the data is appropriately normalized and the model is well-specified. Advanced techniques such as bootstrapping and the use of 'bestNormalize' in R have been employed to ensure the robustness of the findings. These methodological choices align with contemporary best practices, enhancing the study's credibility. Future research will address this limitation by employing larger and more diverse samples, which will further validate and extend the applicability of the results. By building on the initial insights provided by this study, subsequent research can offer even more generalized and statistically powerful conclusions. Specifically, this research delves into the adoption and implementation of a system designed for managing educational activities within a mandatory environment, details of which are confidential. The study is comprehensive, examining the impact of this system on its users and the resulting outcomes. It also explores various factors that influence the acceptance and utilization of information systems in settings where their use is obligatory. Key aspects under scrutiny include perceived ease of use, perceived usefulness, symbolic adoption, and the role of supervisory influence in shaping attitudes towards compulsory system adoption. Research into the acceptance of information technology (IT) among users has become increasingly critical as technology plays a more integral role in organizational infrastructures. These studies often emphasize the impact of technology implementation on aspects such as productivity and efficiency. A key theoretical model in this area is the technology acceptance model (TAM), which posits user acceptance as a fundamental success factor. However, the TAM faces challenges in contexts where the use of a system is mandatory rather than elective. This highlights a notable gap in the existing literature, which primarily focuses on scenarios where adoption is voluntary, thereby underscoring the need for a deeper understanding of technology acceptance in compulsory settings. In environments where the use of technology is enforced, it is vital to cultivate positive attitudes to prevent issues such as system underutilization. However, the effectiveness of TAM in these mandatory contexts is questionable, as it primarily addresses behaviors in voluntary scenarios. This has led to calls for the development of alternative models that more effectively encompass factors specific to mandatory use, such as enforcement mechanisms and variations in individual responses to compulsory adoption. This research extends upon these discussions by exploring how traditional models of technology acceptance, including TAM, may fall short in environments where use is not a choice. It acknowledges that the dynamics influencing acceptance and usage in these settings are significantly different, necessitating thorough investigation. Additionally, studiesfocusing on the adoption of e-learning systems and emergency management technologies offer complementary perspectives, enriching our understanding of technology acceptance across various mandatory contexts. This research utilizes structural equation modeling to investigate the interconnections among key variables: perceived ease of use, perceived usefulness, symbolic adoption, and supervisor influence.