Pretesting - attempting problems before instruction - supports learning by activating prior knowledge and sharpening attention to subsequent instruction. Recent work suggests that adaptive AI-assisted pretesting can yield further advantages, particularly for tasks requiring higher-order reasoning, yet it remains unclear whether these gains persist over time. This study examines the durability of learning gains following GenAI-enabled adaptive pretesting over a seven-week retention period. Undergraduate participants completed an adaptive AI-assisted pretesting session, received instruction, and took a baseline assessment, then were randomly assigned to adaptive spaced retrieval practice, fixed spaced retrieval practice, or learner-directed AI-supported study. Multivariate analyses revealed a significant effect of condition on posttest performance and observed practice effort, with retrieval-based conditions outperforming learner-directed study. Findings indicate that adaptive pretesting can elevate initial understanding, but sustained learning depends on how subsequent AI-supported practice is structured.

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