This study designed a chatbot system, Confucius, as a MSN virtual learning companion to examine how specific application design variables within educational software affect the learning process of subjects as defined by the cognitive continuum of field-dependent and field-independent learners. 104 college students participated in a 12 week Microsoft certification course that used Confucius as an adjunct to classroom instruction. The study considered to what extent the two distinct learning modes offered by Confucius would affect the learning gains of two distinct cognitive styles. Each of the two learning modes available within the Confucius was designed to conform to the specific requirements of field-independent or field-dependent learners. The results of this study reveal that a discussion mode offers far greater benefit to field-dependent learners than to those whose cognitive style is field-independent. Conversely, a lecture mode is substantially more beneficial to field-independent learners than to field-dependent learners. (Contains 10 tables and 4 figures.)