The article explores the philosophical and pedagogical potential of studying the ethics of computer games. The ethical evaluation of games involves identifying the nature of ethical choices and ethical opportunities in the rules and the game world, as well as assessing the translation of ethical values presented in the game and forms of consolidation of ethical experience experienced by the player. Ethical analysis of games has traditionally been carried out using key philosophical ethical theories: consequentialism, deontology, and virtue ethics. The variants of analysis considered in the article demonstrate the impossibility of creating a convincing philosophical commentary on intuitive doubts about the ethical value of computer games based on consequentialism or the ethics of duty. Virtue ethics allows one to question the experience of play, which is an experience of non-moral behavior, because of its possible pedagogical implications. Nevertheless, if we are dealing with a player who, even before the start of the game, is a mature subject capable of moral assessment, then his interaction with the game is built on the principle of a “hermeneutic circle”. The article points out that the basis of such interaction is the opportunity for the player to associate ethical experience with the assessment of the identified game mechanics. Thus, the greatest philosophical and pedagogical value in the discussion of the ethics of computer games is the assertion of the possibility of constructing a theory that does not imply a straightforward translation of the values of the game and their assimilation by the player. Keywords: philosophy of education, computer game, ethics, ethics of virtue, game mechanics, structure.