The rise of generative AI tools has introduced new dynamics into university classrooms, particularly in how students collaborate and engage in critical thinking. This study investigates the effects of AI-assisted learning on student collaboration and cognitive engagement within a first-year undergraduate management course. Using an experimental design, we compared traditional group case study activities to AI-supported analysis. Results indicate that while AI facilitated faster information retrieval, it corresponded with reduced peer discussion and lower average performance compared to the control group. Post-experiment surveys and classroom observations suggest that AI use shifted student behaviors toward information consumption rather than collaborative knowledge construction. These findings highlight the complex influence of generative AI on foundational learning processes and point to the need for continued research on its long-term impacts in higher education contexts.