Do students who play virtual-reality educational software games perform better in school? If so, software designers will use this information to create more attractive and motivating educational software. In a study published in Educational Technology & Society (April 2005), a class of 90 elementary schoolchildren were randomly divided into two groups of 45. One group used a virtual-reality game called VR-ENGAGE to learn about geography. The other group learned geography on the computer with a simple user interface. All students were given an exam at the beginning and the end of the learning period. The difference in test scores was used to find the percentage improvement in scores for each student. The following table summarizes the results for the two groups.

a. Visually inspect the summary results. Does it appear that the mean improvement in scores for the virtual-reality group is greater than the mean for the simple user interface group?
b. Conduct an analysis (either a confidence interval or a test of hypothesis) at α = .05 to support your observation in part a.

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VR-ENGAGE Simple User Interface 45 43.15 12.57 45 32.48 I: S: 9.26