隨著20世紀80年代個人計算機的普及，基於間隔重複方法的軟體被廣泛應用於計算機輔助語言學習（英語：Computer-assisted language learning）。通過軟體的自動發放和統計，學習者可以通過間隔重複的方法辨認數以千計的抽認卡。[5]
為了使用戶達到目標水平（例如，在任何給定時間點正確辨認90％的卡片），軟體會調整重複的時間間隔。難以辨認的詞彙經常出現，並且簡單詞彙出現頻率較低，其詞彙難度由軟體根據用戶的辨認正確率確定。
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de Boer, V. (2003, August). "Optimal Learning and the Spacing Effect: Theory, Application and Experiments based on the Memory Chain Model". Artificial Intelligence Master's Thesis for Computational Psychology, University of Amsterdam.[2] （頁面存檔備份，存於網際網路檔案館）
Dempster, F. N. (1988). "The Spacing Effect: A Case Study in the Failure to Apply the Results of Psychological Research". American Psychologist, 43(8), 627-634.
Greene R. L. (2008). Repetition and spacing effects. In Roediger H. L. III (Ed.), Learning and memory: A comprehensive reference. Vol. 2: Cognitive psychology of memory (pp. 65–78). Oxford: Elsevier.
The Guardian (2016). "Spaced Repetition: A hack to make your brain learn more information". [3] （頁面存檔備份，存於網際網路檔案館）
Karpicke, J. D., & Roediger, H. L. (2007). "Expanding Retrieval Practice Promotes Short-Term Retention, but Equally Spaced Retrieval Enhances Long-Term Retention". Journal of Experimental Psychology: Learning, * Memory, and Cognition, 33(4), 704-719.[4]
Kerfoot, B. P.; Baker, H. E.; Koch, M. O.; Connelly, D.; Joseph, D. B.; Ritchey, M. L. Randomized, Controlled Trial of Spaced Education to Urology Residents in the United States and Canada. The Journal of Urology. 2007, 177 (4): 1481–1487. PMID 17382760. doi:10.1016/j.juro.2006.11.074.
Pavlik, P. I. (2005). The Microeconomics of Learning: Optimizing Paired-Associate Memory. PhD, Carnegie Mellon.
Pavlik, P. I.; Anderson, J. R. Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology. 2008, 14 (2): 101–117. PMID 18590367. doi:10.1037/1076-898X.14.2.101.
