Introduction. The integration of generative artificial intelligence (GenAI) into all spheres of human activity, including education, is becoming inevitable. In this regard, it is relevant to study the process of individual interaction with GenAI in order to develop the most effective strategies for such cooperation. Thus, at the moment, one of the priority tasks is to determine the methodology and methods for studying the process of human-GenAI interaction. The purpose of the study is to analyze foreign scientific articles aimed at identifying methods for studying the interaction of students with generative artificial intelligence. Materials and methods. To achieve the purpose of the study, bibliometric analysis was carried out, as well as an analytical review of foreign articles dedicated to the study of students-GenAI interaction. Results. It was revealed that the investigation of students-GenAI interaction is organized through the analysis of both quantitative and qualitative data collected during empirical, experimental and quasi-experimental studies. Four groups of parameters and criteria for evaluating such interaction were identified: technical, psychological, social, and academic. The subject of analysis in the texts of dialogues between students and GenAI are such parameters as the characteristics of prompts (complexity, structure, type), prompt-engineering strategies, the context of interaction, as well as the relevance of GenAI responses to student requests. Conclusion. The results can be useful to specialists in the field of education for organizing research on the interaction of students with GenAI. Studying the characteristics and features of such interaction can help in developing strategies for psychological and pedagogical support aimed at reducing its undesirable impact not only on the learning process and academic outcomes, but also on students’ personality.