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Background: Past research has shown that seductive details (i.e., interesting, but irrelevant adjuncts in learning materials) hamper learning in short, instructor‐paced learning sessions through impaired cognitive processing. Objectives: We integrate theory and research on multimedia learning and self‐control to test whether detrimental effects of seductive details also apply to longer and strenuous learning sessions (e.g., online lectures), in which there is greater need for self‐control. Methods: A total of N = 194 students studied five chapters in a digital learning unit about chemistry either (1) without seductive details, or (2) with seductive details but without being informed about their irrelevance for the learning goal, or (3) with seductive details while being informed about their irrelevance. To assess learning outcomes, all students completed the same posttests for recall and transfer of knowledge. Results and conclusions: For students who were uninformed about the details' irrelevance, the seductive details impeded learning outcomes not just overall, but also in the final phase of prolonged studying (i.e., when the willingness to self‐control is reduced). The latter effect was mediated through a reduced positive affect. Implications: The seductive details effect seems to generalize to prolonged learning sessions, where students may start to dislike the seductive details. Lay Description: What is already known about this topic?: Seductive details (i.e., interesting, but irrelevant adjuncts) hamper learning in short instructor‐paced learning sessions through impaired cognitive processing.However, they also have beneficial effects on affective factors.These benefits did not translate to better learning outcomes in past research.It is unknown whether the affective benefits could translate to better learning outcomes in longer, more self‐paced learning sessions (e.g., digital learning sessions), with higher self‐control demands. What this paper adds?: The harmful effect of seductive details on learning also appears in extended and self‐paced digital learning sessions.However, seductive details hampered learning only when students perceived them as relevant. The implications of study findings for practitioners: Seductive details should be used very cautiously or even be excluded from instructional material.If it is impossible to dismiss the seductive details in actual learning materials, students should be informed about the details' irrelevance for learning to avoid their potential negative effects. [ABSTRACT FROM AUTHOR]