## 1 Introduction  
The integration of augmented reality (AR) and mobile pedestrian navigation (MPN) in heritage exploration has transformed the way individuals engage with historical and cultural sites. By leveraging AR's interactive and immersive features, these technologies create a layered digital experience, allowing users to visualise historical narratives and spatial data in real-time. This innovation has significant implications for heritage education, shifting it from traditional passive learning to dynamic, location-based interactions that enhance user engagement. Advancements in geospatial technology, satellite navigation systems, and collaborative digital mapping platforms have played a critical role in this transformation. Historically, humans have developed diverse tools--ranging from cartographic representations and compass-based navigation to modern geographic coordinate systems--to make sense of spatial environments. Today, digital mapping has evolved with the advent of Web 2.0 and Web 3.0, enabling real-time user interaction, spatial data processing, and the crowdsourcing of geoinformation, significantly improving navigation and territorial analysis [1, 2]. One of the key aspects of mobile technology is its ability to process spatially referenced data, effectively converting digital devices into interactive geographic tools. The concept of localisation plays a pivotal role in this transformation. Technically, localisation representsan object's position within a three-dimensional coordinate system (X, Y, Z). Beyond simple positional data, modern geospatial frameworks allow multidimensional representations, capturing interrelationships between objects, territories, and user movements. Representing complex territorial data--particularly in heritage contexts--on two-dimensional screens introduces challenges in their synthesis, visualisation, and interpretation. However, the proliferation of mobile applications with geospatial intelligence has revolutionised how users access, interpret, and interact with spatial information. Unlike traditional cartographic methods that rely on static paper maps, modern devices enable real-time, adaptive mapping, providing customized territorial insights based on the user's location, movement patterns, and digital overlays. As we transition into an era where intelligent mapping is seamlessly integrated into social and technological ecosystems, new methodologies are emerging to study the interaction between users, technology, and the environment. In the social sciences, researchers have explored how digital tools influence territorial perception, movement behaviour, and spatial decision-making [2; 3; 4]. Since the 1980s, studies on the use of situated technology have provided insights into location-based applications' cognitive and behavioural implications [4; 5]. One significant outcome of this shift is the emergence of pedestrian navigation as a large-scale digital phenomenon. Much like vehicular or maritime navigation, pedestrian movement within urban spaces is increasingly supported by computational tools that enhance wayfinding, augment historical context, and optimise user interaction with the surrounding environment. By embedding spatial analytics, real-time tracking, and AR overlays into mobile devices, they can be made to function as immersive guides, allowing users to experience urban heritage landscapes with unprecedented accuracy and interactivity. Elucidating how these new forms of spatial data representation are understood and incorporated into learning processes, particularly about heritage, is a task that has been carried out for some time, initially involving defining competencies and developing examples for use in teaching different disciplines related to the territorial area. In a previous research stage [6], progress was made in developing a survey of the study area and its heritage landmarks, and an initial quantification of the spatial projections of their value was performed.