Research Trends of Digital Game-based Learning for Technical Vocabulary Acquisition: A Systematic Decennial Literature Review (2014-2024)

The approach of digital game-based learning has gained prominence as an effective strategy for technical vocabulary acquisition in foreign language education. But its acquisition presents persistent challenges due to its specificity, contextual dependence, and limited exposure in general language input. In response, this systematic review investigates how digital game-based learning has been utilized to support technical vocabulary acquisition in foreign language education. The study explores trends in this field by examining the evolution of research from 2010 to 2024, the types of digital games employed, the technical domains targeted, the learner variables and outcomes investigated, and the gaps and emerging directions in existing literature. Following the PRISMA framework, 17 empirical studies were selected and analyzed. Findings reveal a marked increase in research since 2020, with most studies reporting positive effects on vocabulary performance, learner motivation, and attitudes. The reviewed literature highlights the effectiveness of game-based approaches, particularly in higher education contexts and English for specific purposes. However, notable limitations persist, including the dominance of English-language settings, a narrow focus on certain technical fields, small sample sizes, and a lack of longitudinal designs. This review underscores the pedagogical potential of integrating game-based learning into technical vocabulary instruction and calls for more theory-driven, diversified, and context-sensitive research. Future studies are encouraged to explore how game design features interact with cognitive and motivational learner variables and to expand the application of such approaches across varied languages, disciplines, and educational settings.