This study aims to evaluate cognitive learning outcomes using a comprehension test in a flipped classroom designed to integrate both acquisition and utilization of new knowledge. In this study, as epistemic preparative activities (EPA), we proposed authentic adventure games that are relevant to the learning contents of lecture videos and face-to-face activities, which can encourage students to understand and apply knowledge. Furthermore, we compared students' scores in the comprehension tests between an individual EPA group and a collaborative EPA group, in order to determine which EPA style has a greater advantage in a flipped classroom model. These findings indicate that the collaborative EPA group tended to perceive greater understanding of the material. We assumed that collaborative EPA effectively encourages students in knowledge acquisition and construction.