Some findings from previous literature suggest that how self-directed learning is can influence the degree to which spacing impacts learning outcomes, and the benefits of spacing are different depending on if studying is self-regulatory or not. 

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The outcomes of spacing and how much one can benefit from it can depend on different factors, including:
- comparing spacing and retention intervals
- prior knowledge/ability 
- degree of self-regulation of learning

Optimizing the spacing effect in education

Carvalho, P.F., Sana, F. & Yan, V.X. (2020). Self-regulated spacing in a massive open online course is related to better learning. npj Sci. Learn. 5(2), 1-7.

Self-regulated spacing in a massive open online course is related to better learning

Getting the most out of spacing involves figuring out the right amount of time to space. This is important because better recall is positively correlated with the amount of spacing up until a certain point, after which recall begins to worsen with longer spacing intervals. The optimal amount of spacing depends on the RI, with longer RIs corresponding to longer periods in between spacing. Demonstrating this is an example from a study by Cependa et al., who showed that "the optimal spacing gap for a one-week test delay is about one day, while the optimal spacing gap for a one year test delay is about three weeks"

Comparing spacing and retention intervals

Research on spacing in education has suggested that there is a relationship between how much students benefit from spacing and their prior knowledge of material being studied and academic ability. Some theories about spacing propose that the optimal spacing interval should depend on students' prior knowledge/ability.

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