This paper presents our recent investigation on the impact of 3D haptic-augmented learning tools on Dynamics, which is a basic course in most of the engineering education program. Dynamics is considered to be one of the most difficult and non-intuitive courses that engineering students encounter during their undergraduate study because the course combines basic Newtonian physics and various mathematical concepts such as vector algebra, geometry, trigonometry, and calculus and these were applied to dynamical systems. Recent advances in Virtual Reality and robotics enable the human tactual system to be stimulated in a controlled manner through 3-dimensional (3D) force feedback devices, a.k.a. haptic interfaces. In this study, 3D haptic-augmented learning tools are created and used to complement the course materials in Dynamics course. Experiments are conducted with a group of Mechanical Engineering students in the Dynamics class. The assessment result shows that the innovative learning tools: 1) allow the students to interact with virtual objects with force feedback and better understand the abstract concepts by investigating the dynamics responses; 2) stimulate the students’ learning interests in understanding the fundamental physics theories.