This paper reports on the use of an electronic voting system (EVS) in a first-year computing science subject. Previous investigations suggest that students' use of an EVS would be positively associated with their learning outcomes. However, no research has established this relationship empirically. This study sought to establish whether there was an association between students' use of an EVS over one semester and their performance in the subject's assessment tasks. The results from two stages of analysis are broadly consistent in showing a positive association between EVS usage and learning outcomes for students who are, relative to their class, more correct in their EVS responses. Potential explanations for this finding are discussed as well as modifications and future directions of this program of research.