| Sumario: | Background: Artificial Intelligence (AI) technologies offer unique capabilities for preservice teachers (PSTs) to engage in authentic and real‐time interactions using natural language. However, the impact of AI technology on PSTs' responsive teaching skills remains uncertain. Objectives: The primary objective of this study is to examine whether interaction with a responsive AI‐based chatbot that acts as a virtual student improves pre‐service teachers' noticing abilities. The second objective is to compare how the presence or absence of chatbot responses affects changes in PSTs' questioning practices. Finally, the third objective is to investigate how the experience of interacting with the responsive virtual student affects PSTs' perceptions of the effectiveness of their questioning, their satisfaction with the interactions, and their confidence about interacting with a real student compared to the non‐responsive chatbot. Methods: A randomised controlled pre‐ and post‐test design was used with 50 PSTs. PSTs' noticing, interaction with the chatbot, and post‐survey data were collected, and a t‐test was conducted to examine significant differences by group. Results and Conclusion: In the experimental group, the virtual student responded to PSTs' questions, while in the control group, she did not. Notable differences were observed in their questioning practices. Takeaways: Overall, AI‐based chatbots hold promise for enhancing PSTs' responsive teaching skills. Future research is needed to examine the long‐term impact of responsive chatbot use on PSTs' noticing skills. Lay Description: What is already known about this topic?: The benefits of teachers practicing responsive teaching seem obvious.Technology‐based educational simulations have demonstrated the potential for teachers to practice pedagogical skills in environments that do not require human students.it is still unclear whether the use of AI technologies makes meaningful impacts on teaching and learning What this paper adds: Responsive chatbots help improve PST's noticing abilities.AI‐based chatbots provide personalised learning experiences to practice and develop responsive teaching skills.PSTs may default to a didactic teaching approach when they are in real teaching situations with children even after receiving training in responsive teaching. The implications of study findings for practitioners: It is important to provide opportunities for PSTs to gain practical experience where they can apply responsive teaching pedagogy.It is important to offer approximations of practice where the principles of responsive teaching can be internalised and enacted by PSTs.
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