HRMARS - Traditional ethnic music pedagogy, particularly for instruments like the Suona, has long relied on rote imitation and master-apprentice models. However, the shift toward formalized higher education necessitates instructional frameworks that bridge the gap between technical rigidity and learner engagement. This study evaluates the efficacy of a "Fusion Matrix", integrated instructional materials designed via the ADDIE model incorporating Western harmonic frameworks (Aural Scaffolding) and physiological decoding (Visual Scaffolding). Utilizing a Quasi-Experimental, Post-Test Only Control Group Design, 30 undergraduate Suona majors were divided into an experimental group (n=15) using integrated materials and a control group (n=15) using traditional rote methods. Expert validation confirmed the cultural and pedagogical suitability of the integrated materials (M = 3.98) While independent t-tests showed no significant difference in raw practical achievement between the groups (p = .462), a One-Way Analysis of Covariance (ANCOVA) revealed that student satisfaction was a statistically significant and powerful predictor of practical performance (F (1, 27) = 6.86, p = .014, ?2= .202). These results suggest that 20.2% of technical variance is explained by the learner’s affective state. The findings validate the Multimodal Scaffolding Model, demonstrating that "Aesthetic Gratification" serves as a causal gatekeeper for psychomotor mastery. The study concludes that modernized, technology-enhanced curricula do not dilute traditional standards but rather provide the affective "Virtuous Cycle of Motivation" necessary for autonomous musical agency in 21st-century learners.
Fei et al. (Sun,) studied this question.