Active methodologies have led to changes in ways of teaching and learning, including Game-Based Learning as a tool for dynamization and learning supportIn the subject Discrete Structures II identified the low academic performance of students and their difficulty in appropriation of concepts and properties of group and semi-group theory. As a solution alternative it was proposed to implement the Hangman GameAn exploratory-descriptive quasi-experimental design was developed by implementing a structured survey to capture students' perception of playful activity. The experience was carried out with the 35 students enrolled in the subjectIt was concluded that applying Game-Based Learning, through a virtual medium and in support of the face-To-face model, contributed to the appropriation of concepts and properties of the subject worked by improving the qualifications and motivation of the student. In addition, it led to the development of other skills and competencies, in particular the lifelong learning competence.