This work in progress aims to evaluate the impact of combining Visuo-Haptic Simulations (VHSs) and ChatGPT on engineering and architecture students' learning of force analysis in introductory physics courses. This effort investigates: (1) how VHS and ChatGPT affect the understanding of force analysis, (2) whether gender differences exist in the learning process, and (3) whether outcomes differ across disciplines. Using a pre-test/post-test design, experimental groups (95 students) and control groups (105 students) were studied along Fall-2023, Spring-2024 and Fall-2024 terms at a private Mexican university. Experimental groups answered a pre-test, used a VHS of a block on an inclined plane, completed a related questionnaire, answered a post-test1, compared their work with ChatGPT outcomes, answered a post-test2, and explained discrepancies. Control groups had a traditional instruction. For the experimental group average scores in a 0-5 scale rose from 2.22 (pre-test) up to 3.27 (post-test 1) and 3.92 (post-test 2), with p<0.001 in all comparisons, emphasizing the effectiveness of VHS and ChatGPT activities. No significant differences were found between genders or between engineering and architecture students.
