This paper used aVirtual Companion System (VCS) to examine how specific design variables withinvirtual learning companion affect the learning process of learners as definedby the cognitive continuum of field-dependent, field-independent and field-mixedlearners in LINE app for m-learning. The data were collected from 198 participantsin a training project that used virtual learning companion as an adjunct toclassroom instruction. The study considered to what extent the three guidancemethods offered by the VCS would affect the learning outcomes of participants withthree different types of cognitive styles. Each of the three guidance methodsavailable within the VCS was designed to conform to the specific needs offield-independent, field-dependent, or field-mixed participants. The resultsshowed that participants who received a “guidance method” matching their“cognitive style” presented a significant improvement in their learningperformance.