Game-Based Learning (GBL) is a methodology that uses learning games so that students learn almost without realizing it, naturally [1]. Presnsky [2] believes that GBL will be a normal learning style, as it is the learning style of the current generation and future generations; because it motivates and is fun; It is versatile and can be adapted to almost any discipline and when used correctly it is extremely effective. GBL is used to encourage students to participate in learning while playing, and thus make the learning process more interesting, adding fun to the process and having a positive effect on cognitive development, and especially on student engagement.

In recent years, several studies have been carried out applying GBL and analysing its effectiveness in the educational system. Researchers such as Gee [3], Papastergiou [4] and Sung & Hwang [5] concluded that this method can be more motivating and effective for students to retain knowledge. Despite this, most researchers agree that this method should not replace the traditional education system, but complement it, as a way of training knowledge.

Mathematics is important in engineering and its success does not just depend on the development of cognitive and metacognitive skills. It is also based on the affective domain, namely, the desire to learn, the motivation to embark and remain in this process. GBL can stimulate learning, favouring students' superior cognitive development, particularly critical thinking in learning mathematics, where a lack of motivation is an obstacle that often compromises success. However, implementing games in education is difficult, as a lot of work is required on the part of teachers to connect games and education, and thus cause a change in the school paradigm [6].

The GBL proposed was designed for first-year students of the Degree in Sustainable Cities Management at a higher institution. This methodology was applied in classes. The general objectives consisted of learning in a more active way, using technologies and tools close to the students' reality, of mathematics content, related to Numerical Methods, to bring them closer to a subject in which they feel demotivated and less successful than desired.

The proposed game consisted of the sustainable management of a city and digital community in the MIRO platform environment. Each group of 3 students received a region, to plan the city, identifying it, creating a legend and placing the elements (images) that make up the city. The student has a guide, where they can write down the resolution of the proposed challenges using any type of technology. For example, "In a sustainable city, buildings are constructed with sustainable construction materials such as wood, ecological cement, ecological tiles and bricks, ecological paint, expanded cork, green roofs, etc. Your first challenge is to identify how many buildings make up your SUPER sustainable city! solving the proposed problem".

The learning methodology aroused the motivation and interest of the students, who enthusiastically got involved in GBL, optimizing the construction of meaningful learning. The students reacted positively to the proposed game, and it is possible to assume that GBL can contribute to the learning of mathematics in higher education. However, more applications of work and case studies are needed so that these and other engineering students can better understand the contributions that GBL can offer to mathematics teaching.

Keywords: Game-based Learning, mathematics, higher education, motivation.