Abstract
Context: Problem-Based Learning (PBL) and Experiential Learning Theory (ELT) are convergent active learning approaches widely known for their competent integration between theory and practice. Problem/Objective: However, the usual implementation of PBL leaves out the final active experimentation stage of the experiential learning cycle. In this article, we intend to systematically investigate the impacts of this last stage on the learning outcomes of software engineering students. Methods: A quasi-experiment was designed and applied in three software engineering courses of an undergraduate course, in Rio Branco-Acre / Brazil. Results: students who participated in two of the three treatment groups scored significantly higher on measures of motivation, experience and learning, which means that the PBL method contains gaps that can be significantly improved with the help of ELT, benefiting the learning outcomes of software engineering students.