This study aims to explore the validity of measuring joint attention through gaze coordination in computer-supported collaborative learning (CSCL) research. Gaze coordination, aligning visual attention in social contexts, aids comprehension and communication. Many CSCL researchers use gaze coordination to gauge joint attention quantitatively. However, two issues cast doubt on gaze metric's validity in representing joint attention and capturing the quality of collaborative learning. First, earlier studies have failed to adequately delineate the theoretical rationale behind utilizing gaze coordination, a sensorimotor occurrence, to capture joint attention, a concept intertwined with cognitive and psychological processes. Second, these studies often lack sufficient empirical evidence or theoretical underpinning to establish a plausible connection between proposed measures of gaze coordination and specific facets of collaborative learning. To resolve these issues, this study adopts an innovative approach by framing joint attention through enactive intersubjectivity, which argues for the role of embodied coordination for understanding others and generating shared meanings. Three indicators of gaze coordination are introduced, including joint visual attention (JVA), role shift (involving reciprocal transitions between gaze leading and gaze following), and phase transition (reflecting shifts between gaze synchronization and desynchronization). The study's methodology includes statistical analysis correlating these measures of joint attention with intersubjective meaning-making and descriptive analyses exploring their role in fostering intersubjective meaning-making while adhering to the framework. Data involves six groups of Chinese college students collaboratively solving math problems. Video recordings are segmented into interactional events based on specific topics discussed, serving as the unit of analysis. Gaze data is manually extracted from videos using BORIS software, and inter-rater reliability is computed to ensure accuracy. Results indicate two main outcomes. Firstly, quantitative analysis reveals positive correlations between JVA, role shift, and phase transition, and intersubjective meaning-making. The latter two indicators of joint attention significantly enhance the model's explanatory power compared to JVA alone. Secondly, qualitative analysis empirically supports the role of these gaze coordination indicators in fostering intersubjective meaning-making, aligning with the framework and providing insights to refine it. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]