Is the Decay of the Higgs Boson to a Photon and a Dark Photon Currently Observable at the LHC?

Many attempts have been made to observe the decay of the Higgs boson to a photon and an invisible massless dark photon. For this decay to be potentially observable at the LHC, new mediators that communicate between the standard model and the dark photon must exist. In this Letter, we study bounds on such mediators coming from the Higgs signal strengths, oblique parameters, electric dipole moment of the electron, and unitarity. We find that the branching ratio of the Higgs boson to a photon and a dark photon is constrained to be far smaller than the sensitivity of current collider searches, thus calling for a reconsideration of current experimental efforts.

Applying Mobile Augmented Reality (AR) to Teach Interior Design Students in Layout Plans: Evaluation of Learning Effectiveness Based on the ARCS Model of Learning Motivation Theory.

In this paper we present a mobile augmented reality (MAR) application supporting teaching activities in interior design. The application supports students in learning interior layout design, interior design symbols, and the effects of different design layout decisions. Utilizing the latest AR technology, users can place 3D models of virtual objects as e.g., chairs or tables on top of a design layout plan and interact with these on their mobile devices. Students can experience alternative design decision in real-time and increases the special perception of interior designs. Our system fully supports the import of interior deployment layouts and the generation of 3D models based on design artefacts based on typical design layout plan design symbols and allows the user to investigate different design alternatives. We applied John Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) learning motivation model to validate our solution to examine the students' willingness and verify the ability of students to improve learning through MAR technology. We compared a sample experimental group of N = 52 test-subjects with a sample of N = 48 candidates in a control group. Learning indicators as learning interest, confidence, satisfaction and effective have been utilized to assess the students' learning motivation through the use of MAR technology. The learning results have been determined by the independent sample t testing. The significance of the post-test had a p-value < 0.05 difference. The result of the study clearly shows that the reference group utilizing MAR technology as a learning aid show a higher learning effectiveness as the control group. Thus, we conclude that MAR technology does enhance students' learning ability for interior design and making appropriate design decisions.

Constraint on parity-violating muonic forces.

Using the nonobservance of missing mass events in the leptonic kaon decay K→µX, we place a strong constraint on exotic parity-violating gauge interactions of the right-handed muon. By way of illustration, we apply it to an explanation of the proton size anomaly that invokes such a new force; scenarios in which the gauge boson decays invisibly or is long lived are constrained.

Proton size anomaly.

A measurement of the Lamb shift in muonic hydrogen yields a charge radius of the proton that is smaller than the CODATA value by about 5 standard deviations. We explore the possibility that new scalar, pseudoscalar, vector, and tensor flavor-conserving nonuniversal interactions may be responsible for the discrepancy. We consider exotic particles that, among leptons, couple preferentially to muons and mediate an attractive nucleon-muon interaction. We find that the many constraints from low energy data disfavor new spin-0, spin-1, and spin-2 particles as an explanation.