Background: This study springs from the idea that as video and computer games as a tool for teaching is researched more and more, few studies seem to focus on students' ideas and attitudes toward games in education. This is especially important today with the schools' aim to create a school for each and every one as, in my experience, many teachers tend to create assignments in which their students are to present their interests, but afterwards nothing more is done to include these interests in the rest of the teaching. Two main areas that show the strengths which can be found in video and computer games in English education are Self-Determination Theory and social and narrative learning. Self-Determination Theory is a theory of motivation, both intrinsic and extrinsic and the three human needs which make something truly motivating: fulfilling of the needs for competence, autonomy and relatedness, more specifically Rigby and Ryan's theory on Players Experience of Need Satisfaction (PENS). Social and narrative learning are two ways in which one is believed to learn English through video and computer games. Both of these forms of learning are interwoven with Self-Determination Theory and the theoretical basis in Dewey's pragmatism which already highlights the importance of students' interests for successful education.

Aim: The aim of this study is to examine student attitudes towards video and computer games in English education and interpret the given student examples through the lenses of Self-Determination Theory, social and narrative learning and Dewey's pragmatism.

Method: The study has been made utilizing qualitative, semi-structured interviews performed with eight students between the ages of 15 and 20 and these responses are interpreted through a phenomenological perspective.

Results: In the results the eight informants describe their personal approaches to video and computer games. They present their own ideas for how games could be used as a part of English education and elaborate on their ideas. It is also revealed that as a group the informants do not have many favourite games in common as some prefer shooters while others prefer puzzle games and yet others prefer role-playing games. Even though all of the informants play games to some extent it becomes clear in the results that some of them are sceptical of whether it would actually work to utilize games in education. To some informants, though, games' inclusion in education is considered important as that would mean English education could become more authentic as they through games would have a true reason for learning the language.