(Un)Informed Voting? A Test of Compulsory Voting Feedback Effects

Abstract

Compulsory voting is known to increase turnout and produce a more representative electorate, but there is considerable debate about whether it stimulates political learning. Analyses of political knowledge using cross‐national and intranational observational data arrive at mixed conclusions. Experimental research is similarly inconclusive. We attempt to reconcile these disparate results by employing a novel experiment that tracks political learning during real elections and randomly assigns some people to receive a punitive threat for failure to cast an in‐person vote. We demonstrate that compelled voter participation can increase voter participation and political learning, but also prompts anger.