The design of interactive systems leveraging testing and spacing effects has been poorly studied in ecological contexts. This paper presents an exploratory qualitative study conducted with French middle school and high-school teachers and students to identify hypotheses to guide the design of this kind of system. The resulting hypotheses are: (1) students will access the interactive system with a variety of devices; (2) the presence of a revision system will induce more testing activity during revision but (3) still massively before exams. (4) Teachers would like to have access to nominative indicators to set up personalised monitoring. (5) Students and parents will consent to share personal data with teachers. These hypotheses will be tested with a quantitative study based on data collected through the first version of the revision tool.