Colleges and universities have begun to understand the instructional potential of digital game-based learning (DGBL) due to digital games' immersive features. These features, however, might overload learners as excessive motivational and cognitive stimuli thus impeding intended learning. Current research, however, lacks empirical evidences to align game features with their motivational and cognitive support. Therefore, this study explored the relationship among game features, learners' perceived motivational support, and cognitive investment based on the Theory on Motivation, Volition, and Performance (MVP). Based on 264 college students' responses after playing an open online instructional game, the finding first revealed three converging factors of DGBL features (game appeal, game involvement, game structure). Second, a structural equation modeling identified a significant model that aligns with MVP theory's constructs. Future research should develop a consolidated design model to consider all identified empirical relationships in order to support efficient digital game-based learning. (Contains 8 tables and 1 figure.)