“…Other than merely confirming or interpreting the seductive details effect, investigating the boundary conditions of the effect has emerged as a fruitful research line as it can provide evidence on when and how teachers might be able to use these interesting antidotes. The existing empirical studies have revealed that the seductive details effect can be moderated by learners' individual characteristics such as their prior knowledge (Magner, Schwonke, Aleven, Popescu, & Renkl, 2014; Wang & Adesope, 2016a), working memory capacity (Jarosz & Jaeger, 2018; Sanchez & Wiley, 2006), attentional inhibitory control capacity (González, Saux, & Burin, 2019), and individual interest (Wang & Adesope, 2016b) as well as by contextual variables such as learning contexts (Park et al, 2011; Yue & Bjork, 2017) and instructional techniques (Eitel, Bender, & Renkl, 2019; McCrudden, 2019; Peshkam, Mensink, Putnam, & Rapp, 2011).…”