The impact of video games on vocabulary acquisition has not received sufficient attention, despite a growing interest in the influence of digital games on vocabulary learning (i.e., DGVL) in the field of computer-assisted language learning (CALL). Particularly, it is uncertain whether the duration of time spent playing a video game and the attitude of English language learners (ELLs) have significant effects on EFL vocabulary acquisition. The present quasi-experimental study involved 40 male EFL students at a private language institute and examined the link between the students' opinions of a video game as well as the time allocated to it, in terms of vocabulary acquisition. In particular, this research explored the influence of these factors on receptive or productive vocabulary learning. Moreover, the vocabulary learning strategies employed by the participants when playing, along with the features they deemed essential for computer games to be engaging enough to support learning, were addressed in this study. The participants were required to complete a pretest, a posttest, a survey, and a self-reported timetable. The analyses did not reveal meaningful correlation between the participant's perception of the target video game and vocabulary acquisition. Additionally, it was found that the time spent playing the video game, coupled with prior language proficiency, helped to boost English vocabulary learning. Insights regarding the vocabulary learning strategies adopted and the features found appealing were also provided. These outcomes offer important insights for ESL/EFL instructors regarding the most effective approach to employing computer games as a novel vocabulary learning method. Keywords: Computer-Assisted Language Learning (CALL), Game-Enhanced Language Learning, Digital Game-Based Vocabulary Learning (DGVL), Computer games, Video Games, ESL/EFL pedagogy, TESOL, second language acquisition, Vocabulary Acquisition.