In recent years, the growth of digital game technologies has ushered a new paradigm in education. Researchers and practitioners have expressed interest in the potential benefits of digital educational games (DEG) toward improving learning experience and effectiveness. Despite the increasing popularity of DEG, their widespread acceptance has yet to be achieved. Hence, this paper presents a systematic literature review of the existing studies on the significant predictors of DEG acceptance among students. The publications selected were analyzed according to the acceptance model, the determinants used, and the research context. The review finds that many of the previous studies adopted the technology acceptance model (TAM) to evaluate students' intention in using digital games for learning. Among the constructs that were shown repeatedly to have a significant influence on intention are perceived ease of use, perceived usefulness, enjoyment, attitude, satisfaction, and social influence. Based on the review, the paper highlights the model and the constructs used by existing studies for predicting students' acceptance of DEG.
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