The aim of this study is to investigate how students view Digital Game, a video
Digital Game, as an additional tool for improving their vocabulary in English. One
of the most important aspects of language proficiency is vocabulary, and children
are being exposed to English more and more through Digital Game platforms, such
as games. Five students from different university actively participated in Digital
Game as part of this qualitative case study approach. Semi-structured interviews
and questionnaires were used to gather data. The results showed that throughout
games, especially through quest instructions, item descriptions, and character
exchanges, students regularly came across new English words. Through repetition
and context, the majority of participants were able to comprehend new words.
Additionally, they claimed that gaming language was more meaningful and simpler
to recall than conventional classroom vocabulary. This research employed a
qualitative case study approach, involving five students from different universities
who actively played Digital Game. Data were collected through interviews and
questionnaires, which were then analyzed thematically to explore students’
perceptions and learning experiences. The findings showed that students frequently
encountered new English words during gameplay, understood them through context
and repetition, and perceived the game as a fun and effective support for vocabulary
learning.

Keywords: Digital Game, Student Perception, Vocabulary, Role Playing Games
(RPG).