Abstract
In terms of experiential learning cycle theory, adventure education refers to developing various skills required for team building through a series of indoor or outdoor group activities at different levels. The purpose of this study was to apply concept advanced interpretive structural modeling to analyze and identify the learning concept hierarchy and hierarchical changes among adventure education participants. The participants’ learning effectiveness was evaluated individually, and new approaches to evaluating adventure education were established. According to the overall data analysis, the participants were most proficient in the concept of contract value. Compared with the pre-test and the mid-test, the number of concepts in which the participants attained high mastery levels increased after the adventure education. However, the participants demonstrated a low mastery level in the concept of self-confidence in the pre-test, the mid-test and the post-test. Finally, practical suggestions regarding adventure education program design and related learning effectiveness evaluation were proposed.