Research Article Usability Evaluation of Educational Games: An Analysis of Culture as a Factor Affecting Children’s Educational Attainment Marwan Alshar’e , 1 Ali Albadi , 2 Malik Jawarneh , 1 Noman Tahir , 1 and Marya Al Amri 1 1 Faculty of Computing Sciences, Gulf College, Muscat, Oman 2 e Faculty of Computing Sciences and Head Centre for Postgraduate Studies and Research, Gulf College, Muscat, Oman Correspondence should be addressed to Marwan Alshar’e; marwan@gulfcollege.edu.om Received 7 April 2022; Accepted 21 July 2022; Published 22 August 2022 Academic Editor: Alessandra Agostini Copyright © 2022 Marwan Alshar’e et al. is is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Educational games have been employed among Omani schools but those used by local Omani schools were imported and were mostly designed based on western contexts. For Omani children, these games may be culturally inappropriate and difficult to comprehend and follow, impeding children’s learning. ree questionnaires and one observational checklist were used to gather data from 40 respondents (observers). SPSS was used in data analysis. rough experiments, the behavior of Omani students towards the use of imported educational games was examined. Five main factors, namely, efficiency, learnability, memorability, errors, and satisfaction, of educational games for a target user were measured using Hybrid User Evaluation Methodology for Remote Evaluation (HUEMRE), Training Framework for Untrained Observer (TFUO), and Framework on Educational Games Behavior Intention (EGsBI), which are specifically designed frameworks for this purpose. e results of this study explained that the Omani children are facing difficulties in using the imported educational games; furthermore, this study proves that culture, language, animation, and interaction are contributing heavily to benefiting from educational games, and, therefore, these factors shall be highly considered in the process of educational games design to facilitate and ensure children learning; furthermore, the findings of this study enrich the comprehension of how the specified factors positively affect behavioral intention of Omani students in the use of educational games and in improving the behavior intention level of these students. 1. Introduction Education systems have undergone transformation, with the inclusion of digital elements, allowing the incorporation of an innovative teaching-learning ecosystem known as e-learning [1]. As a blanket term, “e-learning” generally relates to some digital learning environments as can be exemplified by the online and virtual learning environments, as well as social learning tech- nologies [2]. E-learning systems provide appropriate flow of knowledge within organization, facilitate learning, ease the delivery of knowledge and information, and improve perfor- mance [3, 4]. E-learning is commonly used in academic insti- tutions today mainly for the purpose of easing the learning of all levels of learners, and this type of learning is highly useful in assisting young learners and those with special needs [5, 6]. As e-learning has expanded and evolved, it becomes a fitting conduit for educational games. For children espe- cially, educational games have proven to be effective in facilitating their learning process, and, for this reason, ed- ucational institutions are increasingly relying on the use of educational games. Educational games (or serious games) are games designed explicitly to teach learner on certain subject, expound concepts, strengthen development, or fa- cilitate their skill training or learning during play [7]. Learning through the use of software involves the in- tegration of science, technology, and society in educational games. A design model is used in structuring the learning contents and activities in educational games [8]. In devel- oping serious games, game designers are often challenged when dealing with fantasy content and context integration Hindawi Advances in Human-Computer Interaction Volume 2022, Article ID 9427405, 13 pages https://doi.org/10.1155/2022/9427405