Multimedia learning often consists of a sequence of tasks, and research suggests that the sequence itself may influence learning outcomes. This study examines one theory related to task sequencing, known as ego depletion, and its interaction with a well-established instructional design effect, the seductive details effect. To investigate the potential impact of ego depletion, a state of depleted self-control strength, on learning with seductive details, which are interesting but irrelevant elements of the instruction, we conducted a randomized controlled experiment in which both ego depletion and seductive details were manipulated as two between-subjects independent variables. Although manipulation checks confirmed the efficacy of the interventions, we found mixed results in learning outcome measures, particularly in the investigation of an interaction between the seductive details effect and ego depletion. Specifically, we found an amplified seductive details effect on transfer but not retention for depleted participants. These results suggest that ego depletion may not always occur to an extent that significantly influences learning in learner-paced learning environments.