INTRODUCTION

Vocabulary acquisition is a fundamental component in English as a Foreign Language (EFL)

learning. In practice, many learners face difficulties in memorizing, understanding, and effectively using
vocabulary. With the advancement of technology, Digital Game-Based Learning (DGBL) has gained
increasing attention from researchers and educators due to its innovative potential to enhance motivation
and vocabulary retention.
DGBL enables students to learn vocabulary in a more interactive and contextualized manner
through digital tools such as Kahoot, Quizizz, Wordwall, and other game-based applications. However,
although the approach has been increasingly adopted in classrooms, comprehensive reviews of existing
studies remain limited. Some studies focus solely on the benefits without thoroughly addressing
challenges or the theoretical frameworks involved.
This study therefore aims to conduct a scoping review of empirical literature on the use of DGBL
in EFL vocabulary instruction. The main purpose is to map the general characteristics of these studies and
to identify key benefits and challenges found in the implementation of DGBL.
The review seeks to answer the following research questions:
1. What are the general characteristics of studies on DGBL in EFL vocabulary instruction?
2. What are the key benefits and challenges of using DGBL in EFL vocabulary learning?
To answer these questions, the following inclusion criteria were established: empirical studies
published in English between 2020 and 2025, focusing on DGBL within EFL/ESL contexts, and
involving EFL/ESL learners. Meanwhile, non-empirical studies and publications in languages other than
English were excluded from this review.

RESEARCH METHOD
This study employed a scoping review approach to map and explore empirical research on the use
of Digital Game-Based Learning (DGBL) in English as a Foreign Language (EFL) vocabulary
instruction. A scoping review was selected as it allows for a comprehensive overview of a research area,
identification of emerging trends, and synthesis of patterns related to benefits and challenges without
assessing the quality of individual studies. The review was guided by the PRISMA-ScR (Preferred
Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) framework,
which provides a systematic and transparent process for scoping reviews.
A structured literature search was conducted across several academic databases, including Google
Scholar, ERIC, ScienceDirect, SpringerLink, and Taylor & Francis Online. Keyword combinations used
in the search included “Digital Game-Based Learning”, “EFL vocabulary”, “game-based instruction”,
“Kahoot/Quizizz in English vocabulary”, and “ESL vocabulary games”. The search was restricted to
peer-reviewed journal articles published in English between 2020 and 2025. The inclusion criteria for this
review were listed as in Table 1.
The selection process followed four stages in accordance with the PRISMA flow: identification,
screening, eligibility assessment, and inclusion. An initial total of 30 studies were identified. After
reviewing titles and abstracts, 8 articles were excluded for not meeting the inclusion criteria. The
remaining 22 articles were screened for full-text access, but only 5 were fully accessible and analyzed in
depth. These 5 studies were subjected to thematic analysis, while the remaining 17 studies were used only
for descriptive mapping.
The data from the five included studies were analyzed thematically. Key information was
extracted, including publication year, educational level, research methodology, type of digital game used,
participant type, and theoretical framework. The findings were organized into major themes concerning
the benefits and challenges of DGBL, and were further interpreted to highlight existing research gaps and
suggest future directions.

RESULTS AND DISCUSSION

This scoping review analyzed 22 empirical studies published between 2020 and 2025 that explored the
use of Digital Game-Based Learning (DGBL) in English as a Foreign Language (EFL) vocabulary
instruction. However, due to access limitations, only five of these studies were available in full text and
included in the thematic synthesis. The remaining studies were used as supplementary references for
background mapping.

Table 1 Inclusion and exclusion criteria for literature search.

No Criteria Inclusion Criteria Exclusion Criteria

1 Type of study Empirical studies on DGBL in EFL/ESL Non-empirical studies (e.g.,

vocabulary instruction opinion, editorial, conceptual)
2 Focus Studies specifically discussing Digital Game- Studies not focused on DGBL
Based Learning
3 Participants EFL/ESL learners Participants not from EFL/ESL
context
4 Publication Year Published between 2020 and 2025 Published before 2020
5 Language English Non-English publications

Table 2 Included studies for literature search.

Code Author (year) Inclusion Criteria Journal Participants

A1 Islam et al. (2025) Video Games and Vocabulary Learning IPJLL EFL learners in Pakistan;
in EFL gamers and non-gamers
(survey + tests)
A2 Castillo-Cuesta (2020) Using Digital Games for Enhancing iJET University-level EFL
EFL Grammar and Vocabulary in students (B1 proficiency) in
Higher Education Ecuador
A3 Prastiwi & Lestari Digital Game-Based Learning in Jurnal Penelitian Ilmu Review of multiple empirical
(2025) Enhancing English Vocabulary: A Pendidikan studies — no participants
Systematic Literature Review directly
A4 Pratiwi et al. (2023) Exploring Student’s Learning EDULANGUE One EFL learner reflecting
Enjoyment and Vocabulary Mastery in on narrative game experience
Digital Game-Based Learning (diary, interviews)
A5 Idrus et al. (2020) Digital Game in Enhancing Pupils’ IDEAS Journal Islamic elementary school
English Vocabulary in Islamic pupils
Elementary School

To provide a clearer structure of the insights gathered from the accessible studies, the thematic analysis is presented
in the following four subsections:
that illustrate how DGBL contributes to EFL vocabulary instruction. These themes include the general
characteristics of the studies, the types of digital games used, the reported benefits of digital games, and the
challenges encountered during implementation.
General Characteristics of the Studies
The five studies reviewed demonstrate a broad diversity in educational contexts, geographical locations,
and methodological approaches. They were conducted in Indonesia, Pakistan, and Ecuador and included
participants ranging from primary school pupils to university students. Methodologically, the studies used
mixed-methods, narrative inquiry, classroom action research, and systematic literature review. This
diversity reflects the growing global recognition of DGBL as a relevant and flexible approach in language
education.
Types of Digital Games Used
The studies reviewed employed a variety of digital games, offering a rich view of how these tools support
vocabulary learning. For instance, A5 used Wordwall in an Islamic elementary school context,
highlighting how accessible platforms support vocabulary retention. A4 explored narrative game
environments to examine engagement and depth in learning. A2 utilized digital quizzes in higher
education, showing that structured and academic game formats also lead to vocabulary gains. These
examples indicate the adaptability of digital games across contexts and learner profiles.
Reported Benefits of DGBL
All accessible studies consistently reported benefits of DGBL, including heightened student motivation,
enjoyment, and improved vocabulary retention. A1 found that learners with regular gaming experience
performed better in vocabulary tasks. A4 emphasized the emotional and cognitive engagement fostered
by narrative-based games. Overall, these findings suggest that DGBL not only supports linguistic
outcomes but also enhances affective engagement and learning enjoyment.
Challenges in Implementing DGBL
Despite the positive results, challenges were evident. Technical constraints, such as poor internet and
limited device access, were prominent, especially in under-resourced areas. Additionally, many teachers
lacked the training needed to effectively integrate digital games. Castillo-Cuesta (2020) highlighted that
without strong teacher guidance and curricular alignment, games could become distractions rather than
effective tools. The risk of cognitive overload or shallow learning is also present when game design is not
aligned with instructional goals.
Reflections on Research Gaps and Theoretical Integration
Beyond the core themes identified, further analysis reveals notable gaps and theoretical insights
that warrant discussion. One clear observation is the limited number of studies that deeply engage with
established learning theories such as Constructivism, Gamification Theory, or the Affective Filter
Hypothesis. While some studies reference these frameworks, their application tends to be surface-level.
For example, only a few studies actively align game features (e.g., feedback loops, storylines, or
challenges) with cognitive learning principles or motivational constructs. This suggests an opportunity for
future research to more rigorously integrate pedagogical theory into DGBL design.
Another noteworthy point is the predominance of research conducted in developing countries,
especially Indonesia. While this highlights the contextual relevance and enthusiasm for DGBL in such
regions, it also reveals a need for comparative studies. Few investigations contrast the effectiveness of
DGBL between different educational systems, such as urban vs. rural schools, or developing vs.
developed countries. Such comparisons could yield valuable insights into how contextual factors shape
the success of game-based interventions.
Furthermore, there is minimal differentiation in DGBL outcomes across educational levels.
Although the studies range from primary school to university contexts, few draw conclusions about how
learner age or cognitive maturity might influence vocabulary acquisition through games. This opens a
research gap where age-specific strategies and game designs could be explored more deeply.
Lastly, most studies focused heavily on short-term outcomes, particularly pre- and post-test gains.
Longitudinal studies investigating long-term vocabulary retention, transfer to other skills (e.g., reading
comprehension or speaking), or learner autonomy post-intervention remain scarce. These areas offer
fertile ground for future inquiry.
CONCLUSIONS
This scoping review has mapped and synthesized recent empirical research on the use of Digital
Game-Based Learning (DGBL) in English as a Foreign Language (EFL) vocabulary instruction, with a
focus on studies published between 2020 and 2025. The review identified a total of 30 studies, of which
22 met the inclusion criteria, and 5 were fully accessible for thematic analysis. These five studies
provided valuable insights into the implementation of DGBL across various educational contexts, from
elementary to higher education, and revealed recurring benefits such as increased student motivation,
engagement, and vocabulary retention.
Thematic analysis revealed that DGBL is a flexible and engaging pedagogical tool that supports
vocabulary learning when effectively designed and contextually adapted. However, several challenges
were also identified, including limited infrastructure, lack of teacher preparedness, and insufficient
alignment between game design and instructional goals. Additionally, the review highlighted gaps in
theoretical integration, longitudinal research, and comparative studies across learner profiles and
educational settings.
Overall, the findings affirm the potential of DGBL as an innovative and motivating strategy for
enhancing vocabulary acquisition in EFL contexts. However, for its impact to be sustained and scalable,
future research must address the existing limitations by deepening theoretical foundations, involving more
diverse learner populations, and exploring the long-term effects of game-based vocabulary instruction.