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The article, “Distributed Revisiting: An Analytic for Retention of Coherent Science Learning” is an interesting study that operates at the intersection of learning theory and learning analytics. The authors observe that the relationship between learning theory and research in the learning analytics field is constrained by several problems: 1) differences between the context of the research and the context of the studies that yielded the underlying theory; and 2) the challenge of constructing metrics that make accurate inferences about psychological or group processes. These problems are discussed in relation to Svihla, Wester, and Linn’s paper.

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