Interactions embedded in educational apps enhance learning by accompanying the learning material with relevant physical activities. They, however, can be cognitively demanding as children often have to search for them on the screen, which takes up additional cognitive capacity. This might be particularly demanding for children with less developed executive attentional skills as they are more distractible. Marking the location of interactions on the screen may help to free up cognitive capacity and, consequently, increase the benefit of interactions. To test this, we studied the recall performance of primary school children (N=46; M=9.36yrs) after storybook exposure. Children were randomly assigned into four groups. In the marked interactive group, children viewed an interactive storybook application where interactions were marked with an icon. The non-marked interactive group was identical except that the interactions were not marked. In the multimedia group, children watched a video of the application, while in the control group, we presented static illustrations from the app with narration. Immediately after the exposure, we assessed children's recall performance with open-ended questions and measured their executive attentional skill. Compared to the control group multimedia elements and marked interactions improved recall performance regardless of the executive attentional skills of the children, however when using non-marked interactions children with less advanced executive attentional skills scored lower on the open-ended questions. These results suggest that marking the location of interactions frees up cognitive capacity by automatically orienting attention. This makes interactions beneficial even for at-risk children.