Digital games have been integrated into the teaching and learning process along with the immense use of digital games by student gamers. This adoption is to facilitate students with a more interesting and exciting classroom atmosphere. This study was conducted in an attempt to describe the voice of EFL university students regarding the integration of digital game-based learning (DGBL) and to examine the difference in their perception based on gender and interest. Besides, teachers' voice was explored to better capture the two-sided perspectives. A total of 86 second-year English students responded to an open-ended questionnaire on gamification acceptance. Four English students and four English teachers were invited to have an in-depth interview to elicit further information about the extent to which they agree or disagree with the incorporation of DGBL. The quantitative data were analyzed using descriptive statistics and an independent sample t-test, while content analysis was applied to analyze the qualitative data. The quantitative data analysis indicated that EFL students positively perceived the implementation of DGBL in terms of perceived ease of use. Regarding gender, male and female students were not different in their perception, while a significant difference in perception was derived from students' interest in playing digital games. The content analysis implied that EFL students and teachers had similar perceptions regarding the advantages, the challenges, and the criteria of good digital games for learning.