Background: The video game, as a cultural and entertainment product, has left its initial stages and considerations as an emerging and young product. After more than forty years of global hiatus, it has entered a stage of maturity. The concept of video games as an entertainment product for children and young adults has changed over time, but it has not yet fully caught on. Currently, this entertainment alternative has become a strong competitor to other cultural products such as music and literature. Objective: This paper aims to study and investigate of all pragmatic multimodality as an Approach to Video Games Advertisement. Methods: The generalizability and application of the language analytical methodologies we have been building in the last couple of decades to video games in generally, as well as playing video tutorials, will be tested in this article as we continue to demonstrate this application. To do this, we will first present the specific topic conceptual approach of the logic of multimodal discourse interpretation and describe how it may be used to examine the meaning-making processes that take place as a video game's story unfolds dynamically. Results and discussions: Our investigation has demonstrated that the tutorials for the two video games have comparably intricate discourse structures about guidelines and gameplay details. As they fall under the same genre and category, it may be concluded that this is mostly because of that. In both games, the instructions are frequently placed below the primary narrative framework, yet this subordination always actively points back to the primary structure, so enabling the story to proceed. Furthermore, these discourse relations consist of two sides: the Explication for subjugated directions and information sequences that develop simultaneously with the narrative and the second side, the Result-relation for reincorporating the subjugated structures into the primary narrative structure. Nevertheless, the current technique needs a lot more statistical strength to verify such hypotheses and utilize the knowledge we learned from our early analysis of the sort of tutorials. Conclusion: In our opinion, it also calls for a closer examination of how games are conceptualized in terms of learning and how knowledge is created through semiotic domains and embodied experiences. We have demonstrated that our method offers crucial foundational elements of a critically required framework for addressing various significance entities in computer game discourse as well as delving into the discourse's actual degree of coherence and structure.