This article discusses computer games in relation to literary education-a natural connection, considering that computer games are a part of the culture of storytelling, and the fact that the act of playing games can provide the players with certain kinds of aesthetic experiences. Many theoretical discourses on game narratives have focused on the questions of whether computer games could be considered as a form of narrative and, if so, ascertaining the characteristics of the game narrative. These discourses, however, seem to have failed to respond to anxious parents and educators whose primary concerns have dwelled on the moral and cultural values of computer games, which are in many cases considered violent and immoral, and as making the players "mindlessly" addicted to them. Considering the gap between the theoretical and practical discourses on game narratives, this article endeavors to discuss the ways in which game education can be related to literary education by focusing on the cultural values of the stories, taking the argument beyond the protectionist`s perspective which discourages game playing itself.