Enhancing Learning Engagement of Young Piano Beginners Through Experiential Teaching Methods Within the ZPD Framework: A Focus on the Faber ‘My First’ Series

Objectives This study aims to analyze the impact of experiential teaching methods based on the Zone of Proximal Development (ZPD) theory on the learning engagement of 4- to 6-year-old beginner piano learners. It also seeks to identify the mechanisms through which the experiential elements in Faber’s (First Adventures) textbook stimulate musical interest and participation in beginner learners. Methods A mixed-methods approach was adopted, targeting 100 instructors teaching beginner piano learners in Seoul. Quantitative surveys were analyzed using SPSS software to conduct descriptive statistics and path analysis, verifying the direct and indirect relationships between classroom behavior, learning interest, and teaching effectiveness. Open-ended survey responses were analyzed through thematic analysis using Nvivo software, extracting key themes to explore instructors’ practical feedback on Faber’s My First (First Adventures) textbook and experiential teaching methods. This provided insights into how these methods stimulate learning interest and enhance teaching effectiveness. Results The results revealed that experiential teaching methods significantly and directly influence beginner learners’ interest and classroom behavior (β = 0.380, p < 0.001). The dimension of learning interest scored the highest (mean = 4.45, standard deviation = 0.54), highlighting its critical role. Furthermore, learning interest demonstrated a significant partial mediating effect between classroom behavior and teaching effectiveness (indirect effect β = 0.260, total effect β = 0.640, p < 0.001). These findings suggest that experiential teaching methods enhance learning interest and optimize classroom behavior, thereby indirectly improving teaching quality and learning outcomes. Conclusions Experiential teaching methods effectively stimulate beginners’ interest and optimize classroom behavior through gamified designs and interactive activities in the My First textbook, providing an effective pathway for addressing the educational needs of 4- to 6-year-old beginner piano learners. However, a balance must be struck in the design and implementation between generating interest and providing sufficient practice opportunities. The findings offer empirical evidence for instructional material design and teaching practices in music education.