This study evaluates the impact of generative artificial intelligence (GenAI) on students' learning experiences and perceptions in a master's-level instructional design course. The research employs action research methodology, using qualitative data collection methods such as pre- and post-course surveys, reflective assignments, class discussions, and a questionnaire. The AI-Ideas, Connections, Extensions (ICE) Framework, combining the ICE Model and AI paradigms, is used to assess students' cognitive engagement with GenAI. Findings indicate that incorporating GenAI in the course increased students' comfort with GenAI and their understanding of its ethical implications. Most students were initially engaged at the AI-Directed/Ideas level, but they showed growing awareness of GenAI's limitations and ethical issues. Course reflections highlighted improved teaching strategies, personal growth, and practical challenges in integrating GenAI responsibly. The study's limitations include a small sample size, which may affect the generalizability of the results. Future research should aim to recruit a larger cohort to validate and expand the initial observations. The study contributes to the literature by providing insights into how GenAI influences learning experiences and perceptions, offering actionable strategies for responsible use in educational settings.This study evaluates the impact of generative artificial intelligence (GenAI) on students' learning experiences and perceptions in a master's-level instructional design course. The research employs action research methodology, using qualitative data collection methods such as pre- and post-course surveys, reflective assignments, class discussions, and a questionnaire. The AI-Ideas, Connections, Extensions (ICE) Framework, combining the ICE Model and AI paradigms, is used to assess students' cognitive engagement with GenAI. Findings indicate that incorporating GenAI in the course increased students' comfort with GenAI and their understanding of its ethical implications. Most students were initially engaged at the AI-Directed/Ideas level, but they showed growing awareness of GenAI's limitations and ethical issues. Course reflections highlighted improved teaching strategies, personal growth, and practical challenges in integrating GenAI responsibly. The study's limitations include a small sample size, which may affect the generalizability of the results. Future research should aim to recruit a larger cohort to validate and expand the initial observations. The study contributes to the literature by providing insights into how GenAI influences learning experiences and perceptions, offering actionable strategies for responsible use in educational settings.