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 (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 relationship between their opinions of a video game and the time allocated to it in relation to vocabulary acquisition. Specifically, this study 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. Analyses did not reveal a meaningful correlation between the participants' perceptions of the target video game and vocabulary acquisition. Additionally, findings revealed that the time spent playing the video game, coupled with prior language proficiency, helped to boost English vocabulary learning. The study also identified the vocabulary learning strategies participants adopted and the game features they found most appealing. These outcomes offer important insights for ESL/EFL instructors regarding the most effective approach to employing computer games as a novel vocabulary learning method.