It is not that there is no learning in DragonBox - there is plenty of it, as evidenced by students’ progression through the game levels. However, the learning that happens in the game does not transfer out of the game, at least not to the standard equation solv-ing format. Much of the publicity surrounding DragonBox seems to have focused on progression through the game levels as an indicator of learning, perhaps because this measure is so readily observable. This, in our opinion, is a profound mistake. What matters is not within-game learning, but out-of-game transfer of learning, and the two cannot be equated.