近年兒童與青少年正同時面臨心理壓力升高與身體活動不足的雙重挑戰，焦慮、憂鬱與運動量不足等問題已成為全球教育與公共健康領域的重要議題。而遊戲被視為健康促進潛力的重要媒介，惟其實際影響仍呈現正負並存的複雜樣貌，因此本研究旨在探討不同虛實程度遊戲對中小學生心理健康與身體發展之影響，並比較虛擬遊戲、虛實整合遊戲與實體遊戲在身心發展兩面向上之作用特徵與差異。研究採系統性文獻回顧法，依循PRISMA流程，以Web of Science、Scopus與EBSCOhost為主要資料庫，檢索2016至2025年間以國小及國中學生為研究對象，且涉及心理健康或身體發展相關結果之中英文實證研究。經文獻辨識、篩選及品質檢核後，最終納入58篇文獻進行分析，並依遊戲虛實程度與身心發展指標進行分類與整合。
研究結果顯示，近年遊戲介入研究已逐漸由單純螢幕式或傳統身體活動，轉向結合數位回饋與身體參與之虛實整合形式。在心理健康方面，虛擬遊戲多聚焦於焦慮、情緒調節層面的心理治療支持，具有較明確的心理介入取向；虛實整合遊戲則透過沉浸式互動，促進學生之情緒調節、參與動機、自我效能等多元指標；實體遊戲則是以同儕互動等團體活動經驗，帶來情緒、自我概念等心理效益。在身體發展方面，虛擬遊戲之直接實證證據相對有限；虛實整合遊戲與實體遊戲則較能促進身體活動量、體適能與動作技能表現，其中虛實整合遊戲因兼具數位回饋與實質身體活動，在身心整合效果上展現較高的應用潛力。

This study systematically reviewed empirical research published between 2016 and 2025 to examine the effects of games with varying degrees of virtuality and physicality on the mental health and physical development of elementary and middle school students. A total of 58 studies were included and classified into three categories: virtual games, hybrid-reality games, and physical games. The findings indicated that virtual games were mainly associated with psychological support and emotion-related outcomes, physical games were more directly related to physical activity, fitness, and motor skill development, while hybrid-reality games demonstrated stronger potential for integrated mind-body development by combining digital feedback with bodily participation. This review provides an integrated understanding of how different game forms may contribute to students’ holistic health and development.

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