The current research aimed to reveal the impact of the interaction between the content repetition pattern (literal / paraphrased) and its level (binary / triple) in the adaptive spaced learning on developing the concepts of the digital learning and reducing the cognitive load of students with learning difficulties, The experiment was conducted on a sample of (40) fifth-grade students with learning difficulties from the Martyr Muhammad Hamdi Awad Primary School affiliated to the West Zagazig Educational Administration in Sharkia Governorate, The research sample was randomly divided into four experimental groups: the first experimental group studied according to the pattern of literal repetition at the level of binary repetition, the second experimental group studied according to the pattern of literal repetition at the level of triple repetition, the third experimental group studied according to the pattern of paraphrased repetition at the level of binary repetition, the fourth experimental group studied according to the pattern of paraphrased repetition at the level of triple repetition, The research used two basic instruments: the cognitive achievement test for digital learning concepts, and the cognitive load scale, After the pre- and post- administration of the two research instruments with applying the experimental treatment to the sample individuals, many results were reached, the most important of which are: There are statistically significant differences at the level (0.05) between the mean scores of the students of the four groups in the post application of the digital learning concepts test due to the impact of the interaction between the content repetition pattern (literal / paraphrased) and its level (binary / triple), The direction of the differences in the interaction between the two independent variables came in favor of the second experimental group (literal / triple repetition), The results also indicated that there are statistically significant differences at the level (0.05) between the mean scores of the students of the four groups in the post application of the cognitive load scale due to the impact of the interaction between the content repetition pattern (literal / paraphrased) and its level (binary / triple), The direction of the differences in the interaction between the two independent variables came in favor of the first experimental group (literal / binary repetition)..