We observe a continuous shift from face-to-face to hybrid or online education. Today, learners are exposed to a high level of autonomy and, at the same time, have less contact with peers and teachers. In this environment, the ability to self-regulate one’s learning is becoming more relevant to achieve positive learning results and academic success. However, the application of self-regulated learning is not trivial. A potential solution for this challenge comes in the form of digital assistants like chatbots or pedagogical agents that provide structure for the learners. Existing research on digital assistants for self-regulated learning (SRL) is scattered across several fields. In this research-in-progress paper, we present preliminary results of a systematic literature review study providing a state-of-the-art overview of digital assistants supporting SRL. Our results show that future research in this domain should focus on affect, behavior, and context regulation and that more longitudinal studies are required.