This article explores the relationship between adolescents’ attitudes toward the use of game mechanics in education and their academic motivation and transversal educational outcomes, including critical thinking, creativity, communication, collaboration (4Cs), and digital literacy. The study involved 312 adolescents aged 13–15 from 10 regions of Russia, all attending “IT-Cube” centers for digital education. Questionnaires and interactive tests (4C and DigLit) were used to assess perceptions of gamification, motivation, and skills. The methodology draws on self-determination theory, which helps explain how the fulfillment of basic psychological needs fosters academic engagement and, in turn, the development of transversal educational outcomes. The study examines gamification mechanics adapted from computer role-playing games and their potential to enhance motivation and engagement in the learning process. The findings indicate that frequent use of gamification mechanics, such as "tasks and quests" and "reward systems," positively correlates with students’ intrinsic motivation and engagement. However, some mechanics, particularly those involving competitive elements, may induce anxiety in high-achieving students. The frequency of gamification mechanics application shows a weak positive relationship with intrinsic motivation but has no significant effect on digital literacy or 4C skills. Gender differences were observed, with female students reporting higher anxiety related to gamification mechanics, though no differences were found in overall engagement. The article emphasizes the need to adapt gamification mechanics to educational goals, individual student characteristics, and motivational profiles. Limitations of the study, including sample characteristics, are discussed, along with directions for future research focusing on the long-term effects of gamification on educational outcomes.