This paper aims to provide research-based evidence for highlighting the paradigm shifts of e-book research. The most popular e-book-related keywords (e.g., electronic book, e-book) were used to retrieve the most relevant and quality journal articles published in the recent decade (2010–2109) from the Web of Science. Unlike most e-book review studies based on content analysis, this present paper employed a co-citation network analysis to examine the bibliographic relationships for the development of e-book-supported learning research. While the co-citation analysis is to identify the most highly joint-referenced e-book articles, social network analysis is to visualize the e-book co-citation networks with the main characteristics of the research interest (e.g., the focused research subjects and variables that measured learning outcomes). After careful screening and reviewing of the search data, a total of 55 high-quality e-book articles with 1203 citations were collected and analyzed. The result of the e-book research networks across two periods provided a decade overview of the development of e-book-supported learning research. (1) Early research (2010–2014) focused on improving the emerging literacy of preschool children and the learning effects of e-books. A sub-stream of high-risk students' e-book use was also identified. (2) In recent years (2015–2019), e-books were used at various education levels and were adopted in more diverse learning contexts. For young children's e-book use, researchers focused on e-book reading for early literacy, especially in the situation of co-reading with an adult. For university students, researchers focused on developing e-book-based systems to achieve better results and reduce their anxiety during formal learning. Discussion and implications are provided.

本文旨在为突出电子书研究的范式转变提供基于研究的证据。最流行的与电子书相关的关键字（例如，电子书、电子书）用于从 Web of Science 中检索最近十年（2010-2109）发表的最相关和最优质的期刊文章。与大多数基于内容分析的电子书评论研究不同，本文采用共引网络分析来检查电子书支持学习研究发展的书目关系。共引分析是为了识别出最高联合引用的电子书文章，而社交网络分析是将具有研究兴趣主要特征的电子书共引网络可视化（例如，重点研究主题和衡量学习成果的变量）。经过对检索数据的仔细筛选和审核，共收集和分析了55篇高质量的电子书文章，引用次数为1203次。跨越两个时期的电子书研究网络的结果为电子书支持的学习研究的发展提供了十年的概述。(1) 早期研究（2010-2014）侧重于提高学龄前儿童新兴素养和电子书的学习效果。还确定了高风险学生使用电子书的子流。(2) 近年来（2015-2019 年），电子书被用于各个教育层次，并在更多样化的学习环境中被采用。对于幼儿的电子书使用，研究人员专注于早期识字的电子书阅读，特别是在与成人共同阅读的情况下。对于大学生来说，研究人员专注于开发基于电子书的系统，以取得更好的结果并减少他们在正式学习过程中的焦虑。提供了讨论和影响。