Abstract
This research examines the impact of generative AI tools on student engagement and perceived learning in college-level mathematics courses. Using a mixed-methods, survey-based approach, undergraduate students completed two phases of data collection. The first survey explored study habits, math experiences, and patterns of AI use, informing the development of a structured AI Study Guide focused on prompt engineering and responsible AI use. The second survey gathered students’ reflections after using the guide while preparing for an exam. Responses were qualitatively coded and statistically analyzed to identify trends in AI use, benefits, and limitations. Findings suggest students primarily use AI for answer-checking rather than conceptual understanding, though the guide encouraged more learning-oriented applications. Limitations, including AI inaccuracies and the exploratory scope of the second phase, restrict the strength of conclusions. Overall, the study offers preliminary recommendations for responsibly integrating AI into mathematics education while balancing innovation with pedagogical integrity.