Voting

1. Author:
Norazah Mohd. Suki
Norbayah Mohd. Suki
Date Published: 9 October 2017
Decision-making and Satisfaction in
Campus e-Voting: Moderating Effect
of Trust in the System

2. INTRODUCTION
Campus e-voting, or campus electronic voting, refers to the use of
electronic means for voting activities on a college or university campus. It aims
to simplify the process of casting and counting votes, saving time and energy for
voters by eliminating long queues and complex procedures. E-voting involves
using various electronic telecommunications technologies like telephones, cable
and satellite television, and computers (without internet connection) to cast a
ballot.
Compared to traditional voting methods, campus e-voting offers several
advantages. Voters can receive election results on the same day, either
immediately after the voting period ends or within seconds of its closure.
Additionally, previous election results are readily available in voters' accounts.
The use of electronic counting methods or remote voting over the internet also
saves time for university election commissions and administrators during the
tabulation process. Moreover, campus e-voting reduces costs associated with
printing, mailing, and tabulating paper ballots, as well as the need for extensive
manpower at voting sites.

3. INTRODUCTION
Numerous studies have been conducted on e-voting, primarily in Western
countries. These studies cover various aspects such as adoption rates, national
culture's impact on e-voting systems, assessments based on international
standards, security issues, public trust in e-voting technology, strategies for
secure elections, measures to inhibit e-voting threats, attracting voters, and
modernization of e-voting systems.
Overall, campus e-voting offers a convenient and efficient alternative to
traditional voting methods, promoting transparency, speed, and cost-
effectiveness in the electoral process.

4. LITERATURE REVIEW
This literature review examines various factors related to e-voting and their impact on students'
satisfaction with campus e-voting. The review covers several key areas:
Perceived knowledge:
Voters' factual and conceptual knowledge play a significant role in their decision-making
and satisfaction with e-voting. Politically knowledgeable individuals tend to engage in a more
detailed decision process before casting their ballots.
(Sniderman et al., 1991), Singh and Roy (2014), (O’Cass, 2002; O’Cass and Pecotich, 2005).
Based on this rationale, the following hypothesis was derived: H1. Perceived knowledge has a
significant impact on students’ satisfaction with campus e-voting
Commitment to vote:
The level of commitment to vote can vary among users. Compulsory voting has been shown to
encourage and educate voters, leading to better turnout and thorough participation. Commitment
to vote has a significant impact on students' satisfaction with campus e-voting.
(Anderson and Needham, 1995), (Sheppard, 2015).
H2. Commitment to vote has a significant impact on students’ satisfaction with campus e-voting.

5. LITERATURE REVIEW
Involvement:
Involvement refers to the personal relevance, importance, interest, and motivation expressed
towards voting. Low involvement is more suitable for low political knowledge and may be associated
with minimal information seeking. Involvement significantly affects students' satisfaction with
campus e-voting.
(Mitra et al., 2008), s (Celsi and Olson, 1988; O’Cass, 2002; O’Cass and Pecotich, 2005; Petty et al.,
1983)
Therefore, based on the aforementioned literature, the following hypothesis was posited: H3.
Involvement has a significant impact on students’ satisfaction with campus e-voting.
Voters' confidence:
Voters' confidence is influenced by factors such as the security and efficiency of the voting process,
trust in the preferred candidate, and knowledge and involvement of the voters. Insufficient
confidence can lead to reluctance to participate in politics and impact satisfaction with e-voting.
(Harris et al., 2010), (Manning, 2013), m Schaupp and Carter (2005) and Winchester et al. (2015)
Based on the above discussion, the subsequent hypothesis was formulated: H4. Voters’ confidence
has a significant impact on their satisfaction with campus e-voting.

6. LITERATURE REVIEW
Stability:
Stability refers to voters' consistency in their voting decisions. High-involvement voters tend to be
more stable in their preferences, while low-involvement voters exhibit lower stability and
commitment to their preferred candidate. Stability significantly affects students' satisfaction with
campus e-voting.
A research study by O’Cass (2004) found that voting stability is affected by aspects such as voter
feelings, involvement and satisfaction. Thus, the next hypothesis proposed is as follows: H5. Stability
has a significant impact on students’ satisfaction with campus e-voting.
Information seeking:
Information seeking is the deliberate search for information to update one's knowledge. In low-
involvement environments, voters tend to engage in minimal information seeking. Voters' satisfaction
with campus e-voting is influenced by their information-seeking behavior.
(Winchester et al., 2015), (Ben-Ur, 2007; Rothschild, 1978), n (Apospori et al., 2010; Sears, 1987).
Based on this rationale, the following hypothesis was derived: H6. Information seeking has a
significant impact on students’ satisfaction with campus e-voting

7. LITERATURE REVIEW
Satisfaction:
User satisfaction with e-voting reflects their psychological state resulting from a cognitive appraisal
of disconfirmation. Higher involvement and active information seeking are associated with higher
satisfaction levels. Satisfaction is also affected by the ability to check the accuracy of votes and
overall decision-making.
(Bishop and Wagner, 2007), n (Anderson et al., 1994; Dube and Menon, 2000; Tam, 2011), r (O’Cass,
2004; Winchester et al., 2015).
Trust in the system:
Trust in the e-voting system and electoral authorities influences the likelihood of adoption. Trust in
the system and its reliability are crucial factors in the acceptance of e-voting.
(Barbalet, 2009), Avgerou (2013), Carter and Bélanger (2005) and Powell et al. (2012), Alomari (2016)
Thus, the hypothesis postulated was: H7. Trust in the system moderates the relationship between
perceived knowledge, commitment to vote, involvement, voters’ confidence, stability, information
seeking and students’ satisfaction in campus e-voting.

8. METHODOLOGY
This study employed a quantitative research design and utilized a structured self-
administered questionnaire to collect data from 200 students in a public higher learning
institution located in the Federal Territory of Labuan, Malaysia.
The questionnaire was distributed using convenience sampling over a two-week period
in January 2016. The sample was restricted to university students with active academic status
and previous experience in casting votes electronically during the campus e-voting period. Out
of the 200 questionnaires distributed, 150 respondents (75% of the sample) completed the
questionnaire, providing usable responses.
The questionnaire consisted of three sections: the first section collected demographic
characteristics, the second section focused on the respondents' experience in campus e-
voting, and the final section included 31 questions on various aspects related to e-voting.
These questions covered dimensions such as perceived knowledge, commitment to vote,
involvement, confidence, stability, information seeking, and satisfaction. The measurement
items were designed using a five-point Likert scale.

9. METHODOLOGY
The data analysis involved descriptive analysis techniques to summarize the data,
including mean, standard deviation, skewness, and kurtosis. Additionally, the study employed
the partial least squares-structural equation modeling (PLS-SEM) approach with Smart-PLS 2.0
software to test the research hypotheses. The choice of PLS-SEM was driven by its ability to
handle multivariate analysis, minimize parameter estimation biases, accommodate non-
normality conditions, and require fewer constraints on construct measurement.
The study also explored the moderating effect of trust in the system on the
relationship between various factors and students' satisfaction in campus e-voting. By
following this methodology, the researcher aimed to generalize the findings to the population
and uncover patterns and trends related to students' decision-making in campus e-voting in a
public higher learning institution in Malaysia.

10. DATA ANALYSIS
Table I
displays the frequency distribution of the respondents’ demographic profiles. A total of 150
students were involved in the study, with 35 per cent of them male and 65 per cent of them
female. Besides, more than three quarter of the respondents (78 per cent) ranged from 19 to 22
years old, while 15 per cent of the respondents were less than 19 years old, and the remainder of
the respondents ranged between 23 and 26 years old. In regards to the level of education, 59 per
cent of the respondents were well-educated and held degrees, followed by 36 per cent who held
STPM/Matriculation certificates, and the remaining 5 per cent with diplomas.

11. Result and Discussion
The research findings of this study focused on examining the determinants that influence
students' decision-making and satisfaction in campus e-voting, as well as the moderating effect
of trust in the system on these factors. Out of the six hypotheses tested, four were supported,
while two were not retained.
The results revealed that perceived knowledge was the second strongest determinant in students'
decision-making and satisfaction in campus e-voting, supporting H1. Students with higher
perceived knowledge displayed positive satisfaction in campus e-voting. Their knowledge about
the parties and candidates involved allowed them to rationalize their voting decision confidently
and be aware of the candidates' dedication to students' rights and needs.
The study also found that voters' commitment to vote significantly influenced students'
decision-making and satisfaction in campus e-voting, supporting H2. Voters' commitment was
identified as the strongest determinant in these aspects. Students who were satisfied with
campus e-voting felt a sense of commitment and recognized the requirement to vote, even when
it was mandatory, as a means to contribute to campus development.

12. Conclusion
The research findings of this study focused on examining the determinants that influence
students' decision-making and satisfaction in campus e-voting, as well as the moderating effect
of trust in the system on these factors. Out of the six hypotheses tested, four were supported,
while two were not retained.
The results revealed that perceived knowledge was the second strongest determinant in students'
decision-making and satisfaction in campus e-voting, supporting H1. Students with higher
perceived knowledge displayed positive satisfaction in campus e-voting. Their knowledge about
the parties and candidates involved allowed them to rationalize their voting decision confidently
and be aware of the candidates' dedication to students' rights and needs.
The study also found that voters' commitment to vote significantly influenced students'
decision-making and satisfaction in campus e-voting, supporting H2. Voters' commitment was
identified as the strongest determinant in these aspects. Students who were satisfied with
campus e-voting felt a sense of commitment and recognized the requirement to vote, even when
it was mandatory, as a means to contribute to campus development.
Overall, the findings indicated the importance of perceived knowledge and commitment to vote
in shaping students' decision-making and satisfaction in campus e-voting. Additionally, students'
confidence and the aspect of stability were identified as influential factors. However,
involvement and information seeking had less impact on these outcomes according to this study.

13. Instruments