Teaching programming and creating games have attracted much attention over the years, mostly the attention of curriculum developers and teachers. This study designed and developed a video game-based intervention, then investigated the effects of this intervention on middle school students' learning of probability concepts. In the study, the students learned and used Scratch as a game programming tool. Initially, they received hands-on learning activities on how to use Scratch, and then developed video games based on scenarios authored by the researchers. The study collected quantitative as well as qualitative data using two different measurement tools: probability achievement test and student project assessment rubric, respectively. The data revealed that students were able to learn and use Scratch and develop probability-related and probability-based algorithms that generate random results successfully. The effect of Scratch intervention on students' learning of probability was statistically significant. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the Conclusion section.

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