## 3 Results
### Outcomes and Examples of Student Projects  
All students successfully completed course projects which incorporated haptic feedback to different degrees. These projects covered a range of interactive experiences, including video games, simulations, and applications across fields like entertainment and education. One student developed a video game featuring haptic feedback for realistic cannon handling, where he presented the entire procedure of actions in detail and historically correctly (Figures 6c and 7). The player is provided with distinct haptic feedback depending on which object his avatar is holding in its hands and which action it is currently performing. For example, when loading a cannon, the player experiences different haptic effects depending on the current task. Loading gunpowder or cannonballs into the barrel provides distinct feedback, as does using a rammer tool to push them down. When setting and lighting the fuse, subtle feedback is provided, while firing the cannon triggers deep, rumbling feedback from the gamepad's low-frequency motor to reflect the power of the shot. The high-frequency motor of the gamepad generates a milder vibration to represent the cannon's structure shaking. During aiming and moving the cannon, subtle vibrations simulate the motion and inertial drift of the cannon. The gamepad motor used for the vibration depends on the direction in which the cannon is moving. To ensure a consistent experience, during implementation the student had to apply a different intensity modifier for each motor, as the left and right actuators have different weights, resulting in a different haptic experience at the same motor intensity. If the cannon overheats due to rapid firing, pulsating vibrations provide feedback, alerting the player to stop firing to prevent damage to the cannon. As the cannon cools, the intensity of the pulsating vibration gradually weakens, signaling when it will be safe to resume firing. Another student created a motorcycle driving simulator with varying haptic feedback based on the terrain and vehicle properties, such as wheel size and width (Figure 8). Although he successfully used haptic feedback to simulate the vibrations experienced on a motorcycle when riding over various surfaces, he was unable to create distinct, satisfactory feedback for avatar falls on different surface types. As a result, the same effect was applied regardless of the surface the avatar fell on. Interestingly, the haptic effect used for fall feedback was created by converting a combination of audio recordings he captured using the Foley technique, including the sound of a bag of flour being thrown onto the floor and the rolling of an almost completely deflated ball. It is important to note that the tool's usability extended beyond the disciplines of software development education. Students recognized its potential for professions where vibration plays a beneficial role, such as mechanical engineering, construction, and medicine. These ideas and applications were inspired by their personal interests, as well as activities and challenges related to the professions of their friends, parents, and others in their circle. For example, in the field of mechanical engineering, students developed projects where gamepad vibrations were used to represent vibrations caused by engine imbalances, simulate engine behavior in different operating modes, and simulate mechanical shocks. In the field of construction, one student created a simulation of a construction site where various tools and work machines could be operated. The haptic sensations varied depending on whether the avatar was using the tools and machines with or without protective equipment. Figure 10 shows a simulation of a jackhammer use for breaking concrete without wearing specialized gloves.