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This article presents the value of using the experimental method in the framework of action research, for its triple contribution to research, organizations, and teaching. Firstly, we specify the experimental methods that can be used epistemologically and methodologically in action research. Then we discuss the contributions of the use of this method to the two main missions of the teacher-researcher, as well as the associated responsibilities. Our field work focuses on the Agremob project, which employs this method and brings together economic and research actors and students in La Rochelle, France. We conclude with the determination of a triple commitment around research, the field, and pedagogy, reinforced by experimentation.