In category learning, a growing body of literature has increasingly focused on exploring the impacts of interleaving in contrast to blocking. The sequential attention hypothesis posits that interleaving draws attention to the differences between categories while blocking directs attention toward similarities within categories [4, 5]. Although a recent study underscores the joint influence of memory and attentional factors on sequencing effects [31], there remains a scarcity of effective computational models integrating both attentional and memory considerations to comprehensively understand the effect of training sequence on students' performance. This study introduces a novel integration of attentional factors and spacing into the logistic knowledge tracing (LKT) models [22] to monitor students' performance across different training sequences (interleaving and blocking). Attentional factors were incorporated by recording the counts of comparisons between adjacent trials, considering whether they belong to the same or different category. Several features were employed to account for temporal spacing. We used crossvalidations to test the model fit and predictions on the learning session and posttest. Our findings reveal that incorporating both attentional factors and spacing features in the Additive Factors Model (AFM) significantly enhances its capacity to capture the effects of interleaving and blocking and demonstrates superior predictive accuracy for students' learning outcomes. By bridging the gap between attentional factors and memory processes, our computational approach offers a more comprehensive framework for understanding and predicting category learning outcomes in educational settings. [For the complete proceedings, see ED675485.]