This paper describes the creation and educational effectiveness of a digitally-enabled learning module. The module is linked to the implementation of several Mobile Pedestrian Navigation and Augmented Reality features (MPN-AR), which are used to carry out training processes. In particular, the information imparted is related to territorial information on several relevant disciplines like Science, Technology, Engineering and Mathematics (STEM). This is done in a context of digital information about the environment of Santiago de Chile. The research focuses on two main areas, of which the first is the territorial delimitation, in the thematic context of the study area, in order to carry out the design of an MPN-AR application. This includes defining the architecture, functionality, user interface and implementation of the application. A second step deals with the empirical verification of the results produce by the various modes of operation of the application, as well as the comprehensibility and effectiveness of the model. This is done by means of an MPN-AR application, which has been created in the context of mobile learning and ubiquitous learning as applied to territorial or environments systems. The precise context will be students in a formal educational context. Finally, the implication of these results is discussed, determining their effectiveness within the context of m-learning and u-learning scenarios in comparison with traditional teaching