The integration of generative artificial intelligence technologies into higher education raises fundamental questions about their pedagogical impact. This study investigates the effectiveness of these tools in teaching a probability and statistics module to engineering students. An experiment was conducted comparing three groups: a control group with no AI support, a group using ChatGPT, and a group using a custom chatbot developed specifically for the probability and statistics module. Data collected from three classes at the ESPRIT School of Engineering Tunisia show a significant positive correlation between the use of generative AI tools and improved academic performance in this module. The results also show increased student engagement in groups using AI. This study suggests that the thoughtful integration of generative AI technologies can significantly enrich the learning experience of probability and statistics in higher education, while highlighting the importance of implementation tailored to specific pedagogical objectives.