This thesis investigates the impact of playing video games on the computer literacy of elementary school children, and the main topics of the paper include video games, gamification, computer literacy, and the curriculum for the computer science subject (in this case, 3rd and 4th grades of elementary school). The aim of this research is to investigate the impact of video games on the development of computer literacy of elementary school children. The type of video games and the amount of playing video games will be investigated, as well as how they can affect computer literacy, that is, the use of digital tools. The goal is to deepen the understanding of the relationship between video games and computer literacy in order to see whether more complex video games affect computer literacy equally or more than less complex video games. It will also provide insight into how much time boys vs. girls spend playing video games, and how many different video games boys vs. girls play, and what kind of games they both prefer, which might be related to computer literacy. The research was carried out through a questionnaire on Google forms, where the students independently, under the supervision of a computer science student and professor, answered the questions that were asked in the questionnaire. From the research, it can be concluded that students who spend more time playing video games have the same knowledge of computer literacy as students who do not play video games as much.