In the study of human learning, there is broad evidence that our ability to
retain information improves with repeated exposure and decays with delay since
last exposure. This plays a crucial role in the design of educational software,
leading to a trade-off between teaching new material and reviewing what has
already been taught. A common way to balance this trade-off is spaced
repetition, which uses periodic review of content to improve long-term
retention. Though spaced repetition is widely used in practice, e.g., in
electronic flashcard software, there is little formal understanding of the
design of these systems. Our paper addresses this gap in three ways. First, we
mine log data from spaced repetition software to establish the functional
dependence of retention on reinforcement and delay. Second, we use this memory
model to develop a stochastic model for spaced repetition systems. We propose a
queueing network model of the Leitner system for reviewing flashcards, along
with a heuristic approximation that admits a tractable optimization problem for
review scheduling. Finally, we empirically evaluate our queueing model through
a Mechanical Turk experiment, verifying a key qualitative prediction of our
model: the existence of a sharp phase transition in learning outcomes upon
increasing the rate of new item introductions.Comment: Accepted to the ACM SIGKDD Conference on Knowledge Discovery and Data
Mining 201