The use of games for education has attracted a lot of attention in developed nations worldwide, and is gradually penetrating the developing world. Despite that there are educational and efficiency benefits from the cross-cultural implementation of educational games, most educational games are not designed for cross-cultural usage. This paper seeks to contribute to designing cross-culturally relevant educational games, and examine this in the particular context of computer science (CS) education through a CS teaching game for middle school students. We implemented this game in the USA and Nigeria in order to find what cross-cultural differences may need attention for future work. Results highlight that both populations find the game enjoyable yet challenging. However, a clear difference is noticeable in the learning outcomes, which may have been a result of the game’s design and the evaluation instruments. Therefore, a cross-cultural perspective is needed to both educational game design and its evaluation.
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