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.