International Journal of
Information and Education Technology

Abstract

Recent advances in Artificial Intelligence (AI) have opened new possibilities for redesigning teaching and learning in higher education, particularly through generative AI systems capable of producing context-sensitive feedback in real time. Among these, AI-powered conversational bots are emerging as promising tools to support students’ understanding, engagement, and self-regulation. However, empirical research on the use of such tools in Islamic education—and specifically in Hadith Sciences—remains scarce. This study examines the effectiveness of a generative AI-powered conversational bot in an undergraduate Hadith Sciences course at Al Qasimia University, Sharjah. A course-specific chatbot was designed and constrained using authenticated Hadith terminology, the officially adopted textbook in Hadith Sciences, and instructor-approved explanations and practice items. The research adopts a convergent mixed-methods quasi-experimental design comparing a traditionally taught cohort with a cohort that additionally used the chatbot during a six-week summer term. Data were collected through structured Likert-scale questionnaires, semi-structured interviews, classroom observations, and analysis of course grades (n = 80). The findings indicate notable improvements in students’ comprehension of Hadith classifications, self-evaluation, exam preparation, and time management among those who used the chatbot. Students reported that the bot simplified complex terminology, supported on-demand revision, and increased motivation, while also highlighting limitations related to question variety and technical accessibility. The study concludes that generative AI-powered conversational bots can function as effective supplementary tools for teaching Hadith Sciences education when implemented within clear ethical and Sharīʿah-aligned frameworks and integrated carefully with curricular objectives.