探索教育是在經驗學習圈的理論基礎下，透過一系列各種不同層次室內或戶外團體活動，發展各項團隊建立所需的技能。本研究旨在運用概念詮釋結構模式分析辨別探索教育參與者之學習概念階層及其遷移變化，以達到教育訓練成效衡量之個別化與建立教育訓練評鑑的新取向。依研究者整體資料分析顯示「契約價值」概念最為精熟，經探索教育後學生精熟概念數多於前測及中測，而不論在前、中或後測「自信心」概念普遍為不精熟。最後，研究者提出探索教育課程設計與教育訓練成效評估之實務建議。

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.