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Voting Advice Application Use Increases Party Position Knowledge: An Experimental Study Among Belgian Youngsters

Author

Listed:
  • Joke Matthieu

    (Department of Political Science, Vrije Universiteit Brussel, Belgium / Department of Political Science, University of Antwerp, Belgium)

  • Laura Jacobs

    (Department of Political Science, University of Antwerp, Belgium)

  • Matthias Van Campenhout

    (Department of Political Science, University of Antwerp, Belgium)

  • Stefaan Walgrave

    (Department of Political Science, University of Antwerp, Belgium)

Abstract

Political knowledge is vital for democratic citizenship, yet many voters struggle to correctly identify party positions. This article investigates whether voting advice applications (VAAs) can increase party position knowledge (PPK) among young voters. We present results from a large-scale experiment in Flanders (Belgium) using two real-world VAAs: De Stemtest, a generic VAA targeting the general electorate, and De Jongerenstemtest, a youth-oriented version specifically designed to appeal to younger citizens. Respondents aged 16–30 (N = 2,291) were randomly assigned to a control group or one of the treatment conditions. Multilevel logistic regression models demonstrate that VAA exposure does not uniformly enhance PPK: the generic VAA produced no significant learning effect, whereas the youth-oriented VAA significantly improved respondents’ ability to identify party positions correctly. Contrary to expectations, the learning effects did not vary systematically across parties or between mainstream and niche parties. Our findings provide rare causal evidence of PPK effects from real-world VAA exposure, highlighting the importance of tailoring such tools to specific audiences.

Suggested Citation

  • Joke Matthieu & Laura Jacobs & Matthias Van Campenhout & Stefaan Walgrave, 2026. "Voting Advice Application Use Increases Party Position Knowledge: An Experimental Study Among Belgian Youngsters," Politics and Governance, Cogitatio Press, vol. 14.
    • Handle: RePEc:cog:poango:v14:y:2026:a:11235
    DOI: 10.17645/pag.11235
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    References listed on IDEAS

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    1. Charles Kivunja, 2014. "Theoretical Perspectives of How Digital Natives Learn," International Journal of Higher Education, Sciedu Press, vol. 3(1), pages 1-94, February.
    2. Jason Barabas & Jennifer Jerit, 2009. "Estimating the Causal Effects of Media Coverage on Policy‐Specific Knowledge," American Journal of Political Science, John Wiley & Sons, vol. 53(1), pages 73-89, January.
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    1. Diego Garzia & Stefan Marschall & Mathias Wessel Tromborg & Andreas Albertsen, 2026. "Voting Advice Applications: Methodological Innovations, Behavioural Effects, and Research Perspectives," Politics and Governance, Cogitatio Press, vol. 14.

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