Spatial split-attention effects have been noted in the research literature, where, under split-attention conditions, integrating text and diagrams has been shown to be effective. From this literature grew the spatial contiguity principle (or spatial contiguity effect), which states that people learn more when related words and pictures are displayed spatially near one another. Research has shown both effects to influence learning; however, little is known about the conditions in which integrated designs are most effective. This meta-analysis examines the influence of integrated designs across numerous moderator variables in order to improve our understanding of under which conditions integrated designs influence learning. A random effects meta-analysis of 58 independent comparisons (n = 2426) produced an overall effect size of g = 0.63 (p < 0.001). Moderator analyses indicated that integrated designs have benefited learning across many intervention-related and context-related moderator variables. Practical and theoretical implications of the findings are provided.