This paper has a purpose to determine whether playful as a methodological tool has a positive impact on academic performance of students in organization and methods II courses of Industrial Engineering program at the University of Cordoba, Monteria (Colombia). To make this investigation a quasi-experiment pre test, post test and control group was considered. The importance of this study is that it provides empirical evidence regarding the effectiveness of different teaching methodologies and variables that significantly affect the academic performance of experimental subjects.