This study explores the impact of Google NotebookLM, an artificial intelligence-based tool, on the learning experience of first-year engineering students. In a controlled academic setting, 91 students used NotebookLM to carry out tasks involving the synthesis of technical information and subsequently evaluated their experience using the UEQ-S (User Experience Questionnaire - Short Version), supplemented with open-ended questions. Quantitative results reveal a positive perception across pragmatic dimensions (clarity, efficiency, usefulness) and hedonic dimensions (interest, novelty, motivation). Qualitative comments highlight the tool's ability to summarize and organize complex content, as well as its potential to foster autonomous learning. Although limitations were identified, such as slow processing and interface design issues, most participants expressed willingness to reuse NotebookLM in future academic projects. This work provides preliminary evidence of the value of integrating AI tools into engineering education, particularly in early stages of training, and suggests future research directions regarding its longitudinal impact and comparison with other educational technologies.
