Educational digital escape games (EDEGs) are digital versions of escape rooms where players solve puzzles and complete challenges to achieve educational goals. This study investigates the effects of EDEGs on the academic achievement and motivation of elementary school students in mathematics. Using an explanatory sequential mixed-method design, 45 third-grade students from a private school in Istanbul were divided into experimental and control groups. The experimental group used an EDEG designed with the ADDIE model over four weeks, while the control group followed traditional teaching methods. Findings indicate that students in the experimental group demonstrated significantly higher academic achievement than their peers in the control group. Additionally, while intrinsic motivation was positively correlated with achievement, no significant difference was observed in overall motivation scores between groups. Qualitative data from student interviews revealed that the game-based learning approach enhanced engagement, teamwork, and problem-solving skills, making mathematics more interactive and enjoyable.