Topics / Learning principle

Spacing and interleaving

Spacing means spreading practice out over time instead of cramming. Interleaving means mixing different types of problems or topics within a practice session. Source: Learning principle tags.

A tag means the item discusses this topic, not that it is good evidence about it. Items are sorted by evidence level, strongest first, then newest. Every item links to its source.

2 tracked items

Level 2: Correlational: 1 Commentary: 1

Level 2: CorrelationalLearners: Higher-ed studentsOutcome: Learning or achievementPreprintSmall or impreciseStudy type: Cohort / case-control

Do Gains from Generative AI-Enabled Adaptive Pretesting Persist? Evidence from a Retention Study (opens in new tab)

2026-06-21 · arXiv (back catalog) · Study (preprint)

Pretesting - attempting problems before instruction - supports learning by activating prior knowledge and sharpening attention to subsequent instruction. Recent work suggests that adaptive AI-assisted pretesting can yield further advantages, particularly for tasks requiring higher-order reasoning, yet it remains...

Retrieval practiceSpacing and interleavingField: Cognitive science and learningField: AssessmentField: Higher education
Why this label for Do Gains from Generative AI-Enabled Adaptive Pretesting Persist? Evidence from a
  • Level 2: Correlational: Randomized retention study, but sample size not reported; held at 2 until n is verified.
  • Review status: Confirmed against the published method (AI-assisted review)
  • Grader A: R5 design ceiling: undergraduates were randomly assigned to study conditions and assessed on posttest performance.
  • Grader B: R5 RCT (undergraduates randomly assigned, seven-week retention, learning outcome) gives Level 3; R6 imprecision lowers it to 2 because n and intervals are not reported (RCT without n, needs human review)
  • Rule version: METHODOLOGY v0.3, pipeline v1, rules rules-v0.4
  • Retrieval practice: matched 'retrieval practice'
  • Spacing and interleaving: matched 'spaced retrieval'

Graded blind by two AI graders against our published method. Confirmed against the published method (AI-assisted review) Method

CommentaryLearners: Not reportedOutcome: Not reportedPreprintStudy type: Expert opinion / commentary

Memdora: Designing Cognitively-Grounded Flashcard Interactions for AI-Powered Spaced Repetition (opens in new tab)

2026-07-27 · arXiv (back catalog) · Study (preprint)

Spaced repetition systems (SRS) have demonstrated robust effects on long-term retention, yet existing tools reduce the flashcard interaction to a single binary gesture: flip and self-rate. This impoverished interaction model fails to leverage decades of cognitive science evidence on retrieval practice, and requires...

Retrieval practiceSpacing and interleavingAssessment and gradingField: Cognitive science and learningField: Assessment
Why this label for Memdora: Designing Cognitively-Grounded Flashcard Interactions for AI-Powered Sp
  • Commentary: Both graders agree; rules version missed it. Consensus level confirmed.
  • Review status: Confirmed against the published method (AI-assisted review)
  • Grader A: R3 genre gate: the paper presents a system and design rationale but reports no evaluation of learners.
  • Grader B: R3 genre gate: system design and rationale paper for a flashcard app, with no evaluation with learners reported
  • Rule version: METHODOLOGY v0.3, pipeline v1, rules rules-v0.4
  • Retrieval practice: matched 'Flashcard'
  • Spacing and interleaving: matched 'Spaced Repetition'

Graded blind by two AI graders against our published method. Confirmed against the published method (AI-assisted review) Method

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