The question of video games and their meaning for education is no longer a new topic. We often hear about educational and useful video games which immediately leads us to a dichotomy of purpose in this young and diverse medium. Despite the rapid development of the field of video game to the point od separate studies (video game studies), there is still a lack of pedagogical perspective on their role in human education. The challenge that arises is to connect the available insights about the nature of video games with pedagogical thought. Do video games have educational potential and why do some support them while others challenge their value? What is the relationship between video games and pedagogical thought? What does the pedagogical relationship mediated by video games look like and can they help in the subject's self-determination? These are some of the questions that this paper will try to answer. The paper will consider the internal logic of video games as a complex medium, trying to single out educationally important features of the same, following the valuable contributions and thoughts of video game theorists. The paper will try to draw theoretical parallels between the nature of video games and the thinking of pedagogical thinkers such as J.F.Herbart and J.Dewey. The intended outcome of this work is not to analyze educational video games in the sense of using them for teaching purposes, nor to enumerate the positive and negative sides of video games, but to offer an introduction for pedagogical consideration of video games.