The primary audience for this game is primarily children ages 4+ and the secondary audience is that child’s family or friends of a similar age. The design of this game promotes education first and rewards learning with a more traditional and less structured version of fun. Brian Sutton-Smith provides a great analysis of Child Play. He believes that play in this form can be education, but remains skeptical that play always has a positive effect on children’s learning. He writes “those who learn through learn through simulations techniques (play) do as well as those who learn from the regular textbook –oriented curriculum (Rhetorics of Child Play 41). He recognizes that many children can learn and become more socially adaptive through positive simulation. At the same time that Sutton-Smith recognizes that play can be a form of education and development, he believes that this theory has never quite been completely proven true.
Wacky Mode was developed because of the skeptics of child
development through play. Arguments exist that play can be a form of escapism
or non-sense. Sutton-Smith writes that play can be “optional, fun, nonserious,
and non productive [and] children’s own spontaneous play is still thought to be
fairly useless by many educators” (Rhetorics of Frivolity 202-203). This
viewpoint states that play exists as a form of enjoyment. Many children may not
take anything away from this game at all. However, the nonsensical Wacky Mode
provides children with a chance to play in a more spontaneous and unstructured
environment. It promotes healthy competition and a chance for interaction with
others. Development will always be situational and will never be certain
because of the factors of the child’s home life, personality, preferred
learning methods, etc. Therefore, it is imperative to provide an alternative to the original modes of this game, with a Wacky Mode that can be seen as pure fun or nonsensical.