Abstract
This mixed-methods case study contributes to an understanding of the result of a pedagogical approach implementing GenAI to support learning, when facilitating the learning experience of a cohort of doctoral students who are mostly new to the use of GenAI. Furthermore, the study provides instructors of courses with similar student characteristics as those involved in this case study a resource that can inform and support their instructional design, pedagogical and assessment strategies. Through these contributions, this case study adds to the body of knowledge addressing early-stage doctoral students and how they experience, are aware of, gain knowledge from, and form perceptions and attitudes about Generative AI (GenAI) through an interactive GenAI intervention designed to leverage their ability as a self-regulated learner.