## 3 Method
### Research Procedure  
A. A week before the learning session, the participants took a pre-learning test to determine their knowledge of Hebrew. The test was sent to the participants as a shared document to be filled in individually. It was impossible to go back to the end of each page or edit the document after completing it.  
B. The participants were randomly divided into two learning environments: the 2D and VRH. Four days before the beginning of the learning process, the participants were provided with a set of earphones. Participants in the VRH group also received a headset.  
C. The learning process--the words were learned over five days. It began in the evening when the participants received a link to a folder containing two files: a video file to watch that evening and a reading file to be read the following morning. The reading file was a repetition of the words learned the previous evening, with instructions to read it only once:  
Figure 3: A visual representation of the vocabulary 7 want to drink’.  
Figure 2: Illustration of the breathing cycles.  
* Every evening, the participants were introduced to an average of 110 new words in 30 min. The activity began with a 5 min video of measured breathing intended to relax the user. Immediately after this video, the learning segment began.
* In both learning environments, 110 new words were projected and heard, first in the mother tongue (French) and then in the new language (Hebrew). The new word was played at a higher frequency (10 Hz) and simultaneously below 60 Hz, barely audible. The speed of the visual and auditory presentation of the words corresponded to the speed of measured breathing: 2 s of inhalation, 4 s of holding the air followed by 2 s exhalation. The Smily icon (Figure 2) representing the breathing phases remained at the top left of the screen as a reminder of the breathing rhythm. Baroque music was played in the background at a frequency of 70 beats per second. At the same time, binaural frequencies were also played during the learning process, maintaining a frequency difference of 10 Hz between the two ears within the audible range.
* The next morning, a new session visually repeated the words learned during the previous evening from the reading file. This study presented the words in Hebrew and French, together with Hebrew transliterated into Latin letters.
* The total study duration was approximately 5 h, one hour each day for five days. We contacted the participants by phone, offering support and assistance. No one requested a change in their learning environment or mentioned any particular challenges.  
D. The post-learning test: On the sixth day, at the end of the learning process, the participants received a post-learning test, which evaluated the scope of newly acquired words. The test was sent to them in a format that did not allow for going back and making corrections. There was a maximum time limit of 15 min.  
E. A month later, we conducted a follow-up test. We retested the participants to evaluate their retention of the new vocabulary. The post-test was identical to the second test, as we aimed to measure retention. This test was sent to them in the same format in which they could not make corrections and was limited to a 15 min response time. Thirty-two participants took this test.