<p>This study explores undergraduate students’ interactions with AI chatbots through in-depth interviews with 28 participants aged 19 to 21 at a public university in the Northeast of the United States. Deploying a postdigital feminist framework, it challenges instrumentalist framings of generative AI by centering users’ embodied experiences, affective dynamics, and relational entanglements with the technology. The analysis addresses three core questions: (1) What embodied orientations emerge through students’ interactions with AI chatbots? (2) How do everyday encounters with chatbots shape socially trained, technologically mediated bodies? (3) What affective dynamics and relational connections take shape in these interactions? Findings reveal that chatbots are shaping students’ experiences of knowledge and writing at the micro, everyday level, cultivating embodied dispositions that privilege neoliberal imperatives of immediacy, efficiency, and certainty. Yet, their appeal goes beyond functionality; students value them as emotional companions that offer comfort, reassurance, and guidance, even as they express ambivalence toward them. These dynamics are shaped by gendered expectations around academic worth, confidence, and emotional labor. The paper argues for critical postdigital literacies that center embodiment, encouraging educators to reflect on what is gained and lost when pedagogical models overlook the body in contemporary AI-mediated learning environments.</p>